Postsecondary Data Research Articles

Faculty diversity and graduation rates: a zero-sum effect

ABSTRACT Texas higher education institutions serve some of the most diverse student populations in U.S. institutions. However, graduation rates remain among the lowest in the United States, particularly for underrepresented minority students. Diverse faculty members who act as mentors have the potential to increase underrepresented minority students’ graduation rates. Yet few studies have examined these relationships. Using data from the 2021 Integrated Post-Secondary Data System (IPEDS), this quantitative study contributes to this line of research by examining the correlations of overall faculty diversity and faculty race/ethnic match and mismatch with graduation rates of students by race/ethnicity in Texas. Similar to past research, findings suggested a zero-sum effect: a significant positive relationship between faculty and students of the same racial/ethnic background and a negative correlation between faculty diversity and the graduation rates of students from different racial/ethnic backgrounds than faculty. These results suggest that further research is needed to determine what other variables might influence such findings and how faculty can support students from different racial/ethnic backgrounds.

Federal Postsecondary Data Limitations for Indigenous Students and for Tribal Colleges and Universities

Federal Postsecondary Data Limitations for Indigenous Students and for Tribal Colleges and Universities

Leveraging data for policy change: A descriptive analysis of Latino men’s postsecondary enrollment and degree attainment patterns in Texas

This study examines the educational outcomes of Latino men in Texas by conducting a descriptive policy-focused disaggregate analysis of longitudinal data from the 8th Grade Cohort Longitudinal Study and the Integrated Postsecondary Data System (IPEDS). Based on our analysis, we provide context and understanding of the progress made towards meeting the goals set forth in 60x30TX, a statewide higher education plan led by the Texas Higher Education Coordinating Board. Our findings reveal educational equity disparities by looking at the postsecondary enrollment and degree/certificate completion patterns of Latino men in Texas. In addition, we provide an analysis of differences in educational equity disparities across various regions of the state. We share policy planning implications informed by practitioner input to better contextualize our findings.

Recent College Graduates With Bachelor’s Degrees in Music Education: A Demographic Profile

The purpose of this study was to examine demographics of graduates with bachelor’s degrees in music education to better understand the collegiate pipeline for music teachers of color. White overrepresentation has been observed throughout the music education profession, but the field lacks a large-scale demographic profile for recent college graduates in music education. Using data collected from 565 institutions reporting music education graduates in IPEDS (Integrated Postsecondary Data System) as well as 40 additional schools, 29,869 students graduated with bachelor’s degrees in music education between 2011 and 2018; 81% were White, 7% were Hispanic/Latino, 4% were Black/African American, 2% were Asian, 0.5% were American Indian/Native Alaskan, 0.1% were Native Hawaiian/Pacific Islander, and 2% identified as two or more races. In addition, HBCUs and HSIs comprised only 5% and 6%, respectively, of schools in this data set, yet accounted for almost 1/3 of all Black and 1/4 of all Latino music education graduates.

The Keys to Endurance: An Investigation of the Institutional Factors Relating to the Persistence of Historically Black Colleges and Universities

ABSTRACT Historically Black Colleges and Universities (HBCUs) have a unique history, mission, and role in educating underrepresented and underserved students in the United States. In light of the recent uptick in institutional closures across sectors, understanding the factors associated with college survival for HBCUs is critical. Using linear probability models and data from the Integrated Postsecondary Data System from 1988–2017, we measure which institutional factors are associated with a greater likelihood that HBCUs will remain open when compared to institutions that closed. Findings indicate that institutions located in urban locales are more likely to continue operation when compared to rural institutions. Also, having remedial academic programs and greater spending on student services are associated with an increased likelihood of remaining open. Importantly, these are not the same factors associated with a higher rate of survival for Predominantly White Institutions (PWIs). We conclude by sharing the implications of this research for institutional policies in higher education.

The Other "A" Word: Assessing the Accessibility of Abortion in Academia.

Objective: To assess the accessibility of abortion providers across collegiate campuses in the State of Colorado.Participants: Analysis was on secondary data from the Integrated Postsecondary Data System and the U.S. Census Bureau.Methods: We utilized a framework of Reproductive Justice to assess and interpret the accessibility of abortion providers to college students by mapping reproductive health centers and nonprofit institutions of higher education, then using these data to statistically compare racial demographics, female employment, and insurance coverage between institutions with and without access.Results: Of nonprofit postsecondary institutions in Colorado, 11 institutions lack access, serving ∼38,900 students. Of these students, 88.7% attend a Minority Serving Institution (MSI). MSIs lacking abortion access had 8% more female enrollment [t(18.32) = −2.04, p = 0.027]. Campuses possessing student health centers are less likely to have an MSI designation (50% with vs. 82% without), have greater female Hispanic enrollment by 10% [t(23.72) = 3.11, p = 0.005] and lower female multiracial enrollment by 2% [t(37.00) = 2.20, p = 0.034]. Analysis of variance (ANOVA) results indicated significant differences in percent composition of Asian, black or African American, Two or More, and Nonresident demographics between collegiate campuses with 30-, 45-, and 60-minute drive-time access. ANOVA results indicated separate patterns of differences for Zip Code Tabulation Area (ZCTA) demographics for Asian, black or African American, Native Hawaiian or Pacific Islander, Other Race, and Nonresident populations. Planned contrasts demonstrated that this difference was greatest at the 30-minute drive-time access, supporting the use of 30-minute drive time as an important indicator of access.Conclusions: The colleges lacking access to a provider are predominantly MSIs in lower income communities. The patterns in campus and ZCTA demographics indicate that collegiate populations are affected by rurality differently than the general population. We recommend that future qualitative research to assess rural students' perceptions on access, campus health center practices, and practices on campuses without dedicated health facilities.

2020 ACRL Academic Library Trends and Statistics Survey: Highlights and key EDI findings

The annual ACRL Academic Library Trends and Statistics Survey is the largest of its kind and offers the most comprehensive picture of academic library budgets, staffing, teaching, services, collections, and more. The data facilitates benchmarking, assessment of impact over time, tracking of new trends, and demonstration of academic library value. The survey is generally open from September through February each year to align with the Integrated Postsecondary Data System (IPEDS) collection. Libraries completing the survey can easily download their IPEDS responses to share with their local IPEDS keyholder. The Survey Editorial Board sincerely thanks all 1,672 libraries that contributed to the 2020 survey. The overall response rate was 49.8% with 52.1% of U.S. libraries responding.

Better Data for Data Decisions: Complete College America, the Postsecondary Data Partnership, and the Relentless Pursuit of Student Success

In ShortComplete College America (CCA) is partnered with the National Student Clearinghouse in promoting the latter’s Postsecondary Data Partnership (PDP), a data and reporting tool for tracking st...

The Opportunities of Two-Year College Data Science

Two-year colleges are poised to play a substantial and possibly transformative role in data science and undergraduate data science education. Current two-year college data science programs provide affordable and rigorous certificate and degree experiences that instill data acumen in students who do not seek or do not fit within the traditional four-year college paradigm. Additional two-year college data science certificate and degree programs are certain to develop as conversations continue with four-year colleges regarding matters of transferability, student achievement, and program evolution. Developing a two-year college data science program is not an easy task, but deep discussions of postsecondary data science education will be incomplete if they fail to consider the opportunities that two-year colleges provide. Two-year college data science educators will therefore need to continue to be active participants in the discussions of both the field and its educational practices going forward. In addition to supporting students in their data science programs with a comprehensive approach respectful of both student diversity and local needs, two-year colleges may also have an opportunity—or even an obligation—to effectively instill principles of general data literacy in their broader undergraduate populations. Additional resources, continued professional development, and effective leadership will be required. These ideas are discussed both generally and within the framework of one two-year college program.

Toward Gender-Inclusive Postsecondary Data Collection

Many postsecondary datasets collect gender data in ways that are not inclusive of all students. Many trans* students, those who identify as trans women, trans men, genderqueer, among other gender identities, are excluded when surveys collect gender data using only two categories. The American Bar Association recently became the first sector of higher education to collect and report enrollment data using three gender categories for all U.S. law schools. Between 2014 and 2019, there was a steady rise in the number of law schools that reported enrolling students in the “other” gender category. We interpret this growth to signify that law schools are beginning to collect data on students who were already there, not a reflection of exponential growth in trans* enrollment in law school. A more inclusive approach to gender data collection is necessary to better understand the educational trajectories of trans* students. However, data collection alone is not sufficient and may in fact be problematic. Importantly, we encourage quantitative researchers to consider their role in processes of administrative violence—that is, the ways in which the use of discrete identity categories (such as male, female and/or other) can create barriers for trans* students as they access healthcare, student housing and campus services.

Fully online principal preparation: prevalence, institutional characteristics, geography

PurposePrincipal preparation program pedagogy and course delivery are critical to principal candidates' preparedness to lead. Research around online program delivery, however, is relatively sparse. This study examined the extent to which university-based educational leadership programs offered fully online (FOL) pathways to the principalship, as well as program geographic locations and institutional characteristics most associated with FOL offerings.Design/methodology/approachData were collected through website reviews and coding checks, and then merged with national postsecondary data. Data were analyzed using descriptive statistics, classification tree analysis, and geographic information system (GIS) mapping.FindingsRoughly 43 percent of all reviewed programs offered an FOL pathway to licensure, which suggests substantial growth in FOL offerings over the last 10 years. While a number of factors were deemed important, geographic characteristics were most associated with FOL status. GIS mapping further illustrated findings with a visual landscape of program FOL offerings.Research limitations/implicationsThis study considered only programs for which degrees or certificates could be earned without ever visiting campus in-person for classes. Hybrid programs were excluded from the analysis.Practical implicationsFindings make a clear call for more research into online principal preparation program design and course delivery.Originality/valueThis study provides the first overview of fully online university-based principal preparation programs in the United States while also offering a previously unavailable landscape of all programs specifically leading to licensure. It is also the only higher education study to map or investigate factors associated with FOL offerings and raises questions about prior FOL higher education research.

National Postsecondary Data: Lessons Learned from Collecting and Using Available Data to Support Decision‐Making and Policy Formation

National Postsecondary Data: Lessons Learned from Collecting and Using Available Data to Support Decision‐Making and Policy Formation

Warming the Chill: Insights for Institutions and Researchers to Keep Women in STEM

AbstractThis chapter leverages STEM‐focused Integrated Postsecondary Data System (IPEDS) data to investigate the consequences of chilly institutional climates across institutional types, with particular attention to implications for institutions and researchers. Further, we synthesize the literature, findings, and recommendations across the volume and offer actionable suggestions for institutional researchers, policy makers, administrators, and faculty.

Postsecondary Research and Recommendations for Federal Datasets With American Indians and Alaska Natives: Challenges and Future Directions

This article discusses methodological strengths and limitations of federally managed postsecondary data with American Indian/Alaska Native (AI/AN) college student populations. To support understanding, we define fundamental research and measurement validity concepts associated with credible quantitative research. The validity concepts are then applied to dominant culture and AI/AN postsecondary persistence theories. Challenges of conducting scientifically valid research with AI/AN populations using large federally available datasets are considered within the described research and measurement validity frameworks. Our critique focuses on vital needs for culturally relevant constructs and AI/AN subpopulation-specific studies. Our discussion concludes with implications and policy recommendations for postsecondary research with AIs/ANs.

Southern Regional Education Board: Serving Community Colleges in the South

The Southern Regional Education Board (SREB) is a nonprofit, nonpartisan regional compact focused on critical issues with strong potential to improve quality of life by advancing public education. Designed primarily for legislators and other policymakers and policyshapers, SREB’s research is policy-oriented, descriptive, and centered on statewide public education. SREB is a leading information resource and holds decades of national, regional, and state postsecondary data to support the policy work including publications such as the Essential Elements series and other policy briefs. The recent Commission on Community Colleges report, Strengthening readiness and pathways, offers recommendations to foster a robust discussion on the role of these institutions and their potential over the next decade (see www.sreb.org). The commission’s discussions and research underscored three important areas where community colleges are critical: educational attainment, readiness, and pathways. Among the many data points that define this sector, student readiness and cost of attendance stand out. Community colleges are essential to achieve state goals, and SREB’s policy and research activities continue to examine how states and institutions can realistically keep community colleges affordable, given the fluctuations in state support, critical need for support services to assist the student population they serve, and state needs for meeting economic development and workforce goals.

How Much of A “Running Start” Do Dual Enrollment Programs Provide Students?

We study a popular dual enrollment program in Washington State, “Running Start” using a new administrative database that links high school and postsecondary data. Conditional on prior high school performance, we find that students participating in Running Start are more likely to attend any college but less likely to attend four-year colleges in the year after high school graduation. Additionally, we find evidence that data limitations common to previous studies of dual enrollment have substantial impacts on the estimates of dual enrollment on college outcomes.

Benchmarking in the Two-Year Public Postsecondary Sector: A Learning Process

The recession prompted reflection on how resource allocation decisions contribute to the performance of community colleges in the United States. Private benchmarking initiatives, most notably those established by the National Higher Education Benchmarking Institute, can only partially begin to address this question. Empirical and financial barriers may limit the utility of private benchmarking initiatives, and this article argues that renewed interest in public benchmarking initiatives is needed in order to overcome these difficulties and advance the study of how resource allocation decisions contribute to the performance of community colleges. Data is provided to illustrate how the Integrated Postsecondary Data System can be used to compare key financial parameters of two-year public postsecondary institutions.

State Higher Education Performance Funding for Community Colleges: Diverse Effects and Policy Implications

Background/Context Community colleges are central to the United States’ college completion goals. A popular strategy pushed by a number of influential policy organizations and foundations is a policy of tying state funding to community college completions, otherwise known simply as performance funding. This is happening despite little to no evidence that such a strategy actually increases institutional performance. Purpose This study asks: To what extent does the introduction of performance funding programs impact two-year degree completion among participating states? Population/Participants We created a unique panel data set for the period 1990 through 2010, using states as our primary unit of analysis. The data set contains 1,050 total observations, drawing from a range of postsecondary data sources. Research Design We used a quasi-experimental regression technique called difference-indifferences regression technique. We also included in our model multiple control variables and year and state fixed effects. Findings/Results We find that the program had no effect on average and mixed results for the individual states where performance funding was associated with lower completions in six states, greater completions in four states, and inconclusive patterns in nine states. Conclusions We conclude that performance funding is no “silver bullet” for improving community college completions; rather, in some cases, it may interfere with national completion goals. We recommend that state policy makers seek out evidence-based alternatives for improving community college completions.

Pervasive Inequality in the Stratification of Four-Year College Destinations

Rooted in sociological models of educational transitions and tracking, this study examines patterns of stratification in the educational trajectories of low- and high-socioeconomic (SES) students. Utilizing longitudinal data from the Educational Longitudinal Study of 2002, this study describes differences in students’ choice sets based on a number of metrics obtained from the Integrated Postsecondary Data System (IPEDS). Additionally, multinomial logistic regression models are used to demonstrate the relative probabilities of attending a low-, moderate-, or high- selectivity undergraduate institution between students of low- and high-socioeconomic statuses. Overall, the results demonstrate the pervasiveness of inequality in the college choice decisions of low- and high-SES students and the continued stratification of opportunity for students based on their family background. The study concludes with implications for policymakers and practitioners working within secondary and postsecondary educational sectors.

The PAR Framework Proof of Concept: Initial Findings from a Multi-Institutional Analysis of Federated Postsecondary Data

Despite high enrollment numbers, postsecondary completion rates have generally remained unchanged for the past 30 years and half of these students do not attain a degree within six years of initial enrollment. Although online learning has provided students with a convenient alternative to face-to-face instruction, there remain significant questions regarding online learning program quality, particularly when considering patterns of student retention and progression. By aggregating student and course data into one dataset, six postsecondary institutions worked together toward determining factors that contribute to retention, progression, and completion of online learners with specific purposes: (1) to reach consensus on a common set of variables among the six institutions that inform student retention, progression and completion; (2) to explore advantages and/or disadvantages of particular statistical and methodological approaches to assessing factors related to retention, progression and completion. In the relatively short timeframe of the study, 33 convenience variables informing retention, progression, and completion were identified and defined by the six participating institutions. This initiative, named the Predictive Analytics Reporting Framework (PAR) and the initial statistical analyses utilized are described in this paper.