Advancing to Completion [electronic resource] : Increasing Degree Attainment by Improving Graduation Rates and Closing Gaps for African-American Students / Mary Nguyen, Erin Ward Bibo and Jennifer Engle.
This study updates previous Education Trust briefs that looked at public, four-year colleges that successfully improved minority graduation rates and narrowed graduation-rate gaps. This new report examines which four-year, nonprofit colleges--public and private--have made the most improvements for A...
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| Main Authors: | , , |
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
2012.
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MARC
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| 100 | 1 | |a Nguyen, Mary. | |
| 245 | 1 | 0 | |a Advancing to Completion |h [electronic resource] : |b Increasing Degree Attainment by Improving Graduation Rates and Closing Gaps for African-American Students / |c Mary Nguyen, Erin Ward Bibo and Jennifer Engle. |
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| 300 | |a 16 p. | ||
| 500 | |a Availability: Education Trust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www2.edtrust.org. |5 ericd. | ||
| 500 | |a Sponsoring Agency: Lumina Foundation. |5 ericd. | ||
| 500 | |a Abstractor: ERIC. |5 ericd. | ||
| 500 | |a Educational level discussed: Higher Education. | ||
| 516 | |a Text (Reports, Research) | ||
| 520 | |a This study updates previous Education Trust briefs that looked at public, four-year colleges that successfully improved minority graduation rates and narrowed graduation-rate gaps. This new report examines which four-year, nonprofit colleges--public and private--have made the most improvements for African-American students. Because for-profit institutions are a distinct subset of colleges, the authors have explored trends in their outcomes in a separate report. In a companion brief, they profile colleges that have made the most progress for another important group of underrepresented students: Hispanics. By highlighting this diverse set of institutions, the authors find that: (1) Institutions can benchmark their progress toward producing more degrees in two ways: Some colleges can focus on making gains in graduation rates for their African-American students, while others can focus on closing gaps between black students and white students; (2) The starting point doesn't matter: Progress is possible for all types of institutions. Some can start by making substantial gains in graduation rates, while others can sustain previous progress made; still others can narrow gaps between African-American students and their white peers even if they've had large gaps in the past; and (3) An intentional and well-coordinated institutional effort to transform the quality and execution of the undergraduate experience will benefit all students, especially African-American students. (Contains 5 figures, 6 tables and 15 notes.) [For related report, "Advancing to Completion: Increasing Degree Attainment by Improving Graduation Rates and Closing Gaps for Hispanic Students," see ED535510.] | ||
| 524 | |a Education Trust. |2 ericd. | ||
| 650 | 0 | 7 | |a Minority Group Students. |2 ericd. |
| 650 | 0 | 7 | |a White Students. |2 ericd. |
| 650 | 0 | 7 | |a College Graduates. |2 ericd. |
| 650 | 0 | 7 | |a Graduation Rate. |2 ericd. |
| 650 | 0 | 7 | |a African American Students. |2 ericd. |
| 650 | 0 | 7 | |a Educational Trends. |2 ericd. |
| 650 | 0 | 7 | |a Trend Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Benchmarking. |2 ericd. |
| 650 | 0 | 7 | |a Profiles. |2 ericd. |
| 650 | 0 | 7 | |a Outcomes of Education. |2 ericd. |
| 650 | 0 | 7 | |a Disproportionate Representation. |2 ericd. |
| 650 | 0 | 7 | |a Achievement Gap. |2 ericd. |
| 650 | 0 | 7 | |a Educational Attainment. |2 ericd. |
| 650 | 0 | 7 | |a Undergraduate Study. |2 ericd. |
| 650 | 0 | 7 | |a Educational Quality. |2 ericd. |
| 700 | 1 | |a Bibo, Erin Ward, |e author. | |
| 700 | 1 | |a Engle, Jennifer, |e author. | |
| 710 | 2 | |a Education Trust (American Association for Higher Education) | |
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