The state of blacks in higher education

This is a study initiated by the National Association for Equal Opportunity in Higher Education (NAFEO) that provides an overview on the state of blacks in higher education from 1986 through 2005. It focuses on bachelor’s, master’s, and doctorate degrees earned by black Americans. It also examines the advancement, or lack thereof, of black faculty members. The study uses data from the Integrated Postsecondary Education Data Series and the Survey of Doctorial Recipients.blacks; higher education;

Pulling Back the Veil: What Determines HBCU Campus Enrollments

Historically black colleges and universities (HBCUs) are among the least researched sectors of American higher education. This article addresses a portion of this knowledge deficit by focusing on the determinants of the full-time equivalent enrollments of 50 HBCUs between fiscal year FY 2005 and FY 2018 and then comparing them to a broad sample of 182 non-HBCUs. The most noteworthy specific results generated by our analyses are: (1) increased recruitment of white students by HBCUs may not hold the key to HBCU enrollment success; (2) the incomes of the households from which students emanate have a major positive influence on HBCU enrollments; (3) HBCU campuses whose resource allocations pay more attention to the instruction and student services have higher enrollments; (4) intercollegiate athletic expenditures in general and the operation of an Football Championship Subdivision (FBS)-level football program, in particular, are massively important determinants of HBCU enrollments; and (5) the predicted FY full-time equivalent enrollment (FTE) of an HBCU is less than one-half of what would hold true for a comparably situated non-HBCU

Historically Black Colleges and Universities are Vital and Valuable to the United States

Though Historically Black Colleges and Universities (HBCUs) are little recognized, both in the United States and internationally, rigorous empirical analysis reveals that given their circumstances, they typically perform at a high level. This is the first comprehensive empirical analysis that has examined the performance of HBCUs

The state of blacks in higher education

This is a study initiated by the National Association for Equal Opportunity in Higher Education (NAFEO) that provides an overview on the state of blacks in higher education from 1986 through 2005. It focuses on bachelor’s, master’s, and doctorate degrees earned by black Americans. It also examines the advancement, or lack thereof, of black faculty members. The study uses data from the Integrated Postsecondary Education Data Series and the Survey of Doctorial Recipients

The effect of effort grading on learning

In the fall of 2004, Benedict College - a Historically Black College in Columbia, SC - began enforcing a new grading policy called Success Equals Effort (SE2). Under this policy, students taking freshman and sophomore level courses were assigned grades that explicitly rewarded not only content learning ("knowledge" grade) but also measures of effort ("effort" grade). This paper examines the effects of effort grading using two stage least squares and fixed effect estimates. I find evidence of a strong positive correlation between "effort" grades and "knowledge" grades. Under some restrictions this relationship can be interpreted as "effort" producing "knowledge".Student effort Assessment Student performance Grading standards

Estimating the ex ante expected returns to college

Rather than estimating the returns to obtaining a college degree, this paper treats the college education decision as an uncertain investment involving varying likelihoods of successful graduation. We predict earnings conditional on both graduating and not graduating from both selective and non-selective institutions, and incorporate estimated individual-specific graduation rates in calculating the ex ante expected returns from college attendance for individuals across the ability distribution. Our results suggest that, especially for lower ability students, ex ante returns may differ substantially from typical estimates of the returns to a college degree, and typical estimates of the selectivity premium may be underestimated. © 2011 AEA. The American Economic Association is hosted by Vanderbilt University

Vital and Valuable: The Relevance of HBCUs to American Life and Education

Historically Black colleges and universities (HBCUs) are a crucial element of higher education in the United States. As of 2021, there were more than 100 HBCUs, with a total enrollment of approximately 300,000 students. Many of the most famed figures in African American history attended HBCUs, and the alumni of these institutions have a strong track record of upward mobility and professional attainment. However, the value and contributions of HBCUs are too often overlooked and underappreciated. In Vital and Valuable, two distinguished economists provide a groundbreaking analysis of HBCUs. James V. Koch and Omari H. Swinton give a balanced assessment of the performance of HBCUs, examining metrics such as admissions and enrollment trends, graduation and retention rates, administrative expenses, spending on intercollegiate athletics, and student debt. They emphasize the distinctive features that make HBCUs what they are, considering whom they serve and how, while contextualizing these institutions within the landscape of American higher education. Based on this analysis, Koch and Swinton offer actionable policy recommendations that can help HBCUs build on their successes and address their weaknesses. They stress that empirical data on educational outcomes is essential to effective leadership of individual institutions as well as policy decisions that affect HBCUs. Vital and Valuable is essential reading for policy makers and experts in the field of higher education as well as a broader public interested in understanding the contributions of HBCUs. [Amazon.com]https://digitalcommons.odu.edu/economics_books/1031/thumbnail.jp

Estimating the Ex Ante Expected Returns to College

Rather than estimating the returns to obtaining a college degree, this paper treats the college education decision as an uncertain investment involving varying likelihoods of successful graduation. We predict earnings conditional on both graduating and not graduating from both selective and non-selective institutions, and incorporate estimated individual-specific graduation rates in calculating the ex ante expected returns from college attendance for individuals across the ability distribution. Our results suggest that, especially for lower ability students, ex ante returns may differ substantially from typical estimates of the returns to a college degree, and typical estimates of the selectivity premium may be underestimated.