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Education Final 09-15-11 -   1.2.b - Baccalaureate Participation by Race/Ethnicity

 
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Education Final 09-15-11
1. Access and Enrollment
2. Student Accomplishment
3. Student and Economic Outcomes
Action Plan
  
 
 
1.2.b - Baccalaureate Participation By Race/Ethnicity
What are the differences by race/ethnicity in baccalaureate enrollment in Washington?
 
 
 
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Data Notes
Data Source: HECB analysis from NCES IPEDS and Census data.
Measure Definition: The percentage of 18-44 year olds who are enrolled in a Washington public or private institution, by reported race/ethnicity.
Target Rationale: Shows disparities by race/ethnicity in college enrollment.
Link to Agency Strategic Plan: Strategic plan goal is to "increase the number and percentage of underrepresented students...of color in postsecondary education."
Relevance:
Notes: Multi-race enrolled students are proportionally distributed among non-white groups.  Race/Ethnicity unknown students are proportionally distributed among all groups. Enrolled students include in-state and out-of-state students, and exclude non-resident alien students.
Also Available
Action Plan: No
Extended Analysis: No

 Drill Down Measures

 Summary Analysis

  • This chart shows the wide disparity in 4-year college (baccalaureate) participation by race/ethnicity in Washington. Total participation across all groups has increased slightly since 2003-04.
  • Asian/Pacific Islander baccalaureate participation rates are substantially higher than all other race and ethnic groups (8.1%). Hispanic students are less likely to attend a Washington 4-year institution than Asian/Pacific Islander students (3.0%).
  • Black students are more likely to attend a private institution (36% of all Black students) than a public institution. Asian/Pacific Islander students are least likely to attend a private institution (21%) and enroll in a public institution.
  • Research indicates that the primary factors driving these differences in participation rates are the quality of academic preparation for college available to K-12 students, access to family and community resources to support students or to remove barriers to academic achievement, and the pervasiveness of a college-going culture.