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Study Finds Increasing Inequality in College Entry

Sarah Hurley — Wed, 08 Feb 2012 20:10:09 GMT

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Students of poor families enter college at a lower rate than their more affluent peers, and this inequality has gotten worse in the last 30 years. A National Bureau of Economic Research report titled, “Gains and Gaps: Changing Inequality in US College Entry and Completion” revealed that although the number of students completing high school and entering college has increased significantly for all income groups, the gap between the proportion of students from high-income and those from low-income families attending college has grown since 1980. Students from the top two quartiles of family income displayed an increase in college entry rates of about 22 percentage points between 1980 and 2000 while college entry rates of students from the bottom quartile increased by about 10 percentage points. According to the study, students from more wealthy families not only enter college much more frequently, but this advantage over low-income students is significantly greater than it was 30 years ago.

Analysis of census and US Department of Education data attributed much of the increased inequality to the changing educational attainment patterns of women. Specifically, since 1980, the gap between the top and bottom income quartiles in college entry increased by fifteen percentage points among women but by seven percentage points among men. This pattern of gains for women- particularly those from high-income families- is consistent with historical trends beginning in the 1940’s.

Another explanation for the college entry inequality is the gap in high school completion. High school completion rates have increased more rapidly for children of higher-income families meaning more students are eligible for college entry. However, even after accounting for the gap in high school completion, students of higher income families still demonstrated more rapid increases in college entry rates over the last 30 years compared to low-income students. This means that successful policies to improve college entry equality will need to address both high school completion barriers and postsecondary transition challenges.

The reasons for accelerated academic achievement of students- especially girls- from families of the top income quartiles are unclear. Factors such as rising tuition costs and changing family structures would probably have equal impact on both genders, so are unlikely causes of the increasing attainment gap. Other factors, like K-12 interactions and changing labor market returns, are more likely to impact the college entry of men and women differently, but do not explain the long, historical female advantage trend. It is probably a combination of conditions and policies that are fueling the inequality. Awareness of these varying explanations may help school counselors and admission officers reverse the growing college entry inequality observed among students of differing financial backgrounds.

Source:

Bailey, M.J. & Dynarski, S.M. (2011). Gains and Gaps: Changing Inequality in U.S. College Entry and Completion. NBER Working Paper No. 17633.

Category: Research

Published: 2/8/2012 3:10 PM

Tuition Increases May Cause Slight Enrollment Decreases at Public Institutions

Sarah Hurley — Wed, 08 Feb 2012 20:05:37 GMT

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The Obama Administration’s new higher education initiative includes a plan to limit rapidly rising tuition prices at federally funded colleges and universities. High tuition is a concern because it may deter low-income students from pursuing postsecondary education. A new study by Steven W. Hemelt and Dave E. Marcotte examined how this pattern of tuition increase impacted enrollment at public colleges and universities in the United States and found that on average, enrollment was not very sensitive to tuition changes.

Analysis of US Department of Education tuition and enrollment data from all US public 4-year colleges and universities from 1991 to 2006 showed that tuition increases may cause a slight decline in student enrollment. After controlling for state characteristics, institutional fixed effects and year effects the researchers found that on average a $100 increase in tuition led to a decline in total enrollment of about 0.23 percent. A similar impact was observed for credit hours taken (a $100 tuition increase led to a decrease in total registered credit hours of 0.23 percent).

The study also examined how the tuition-enrollment relationship differed by type of public institution. Researchers found that tuition elasticity of total enrollment (the amount enrollment falls with increased tuition) was greater for Research I universities compared to other institutions. This difference is likely due to the national competition among Research I institutions where students sensitive to price changes can find a similar academic experience at a competing Research I university. Another reason for the difference is that Research I institutions enroll more out of state students than Research II, Regional, Comprehensive and Liberal Arts institutions. Out of state students have a much lower-cost option of staying in their state of residence, so their enrollment choices may be more easily influenced by tuition hikes.

Another finding was that students at Comprehensive or Liberal Arts public institutions were more sensitive to aid changes than tuition changes compared to their peers at Research I universities. This means that although tuition increases at smaller institutions may not decrease enrollment, they may increase student reliance on financial aid. Relatively large increases in tuition (more than 15 percent in one year) didn’t seem to have any additional impact on enrollment trends at any of the public institutions studied.

Compared to previous research, the relationship between tuition and enrollment at public institutions has not significantly changed since the 1980s and 1990s despite much larger tuition hikes. On average, an increase in tuition brought in much more revenue from enrolling students than the loss from students who would have enrolled at a lower price. This is why tuition increases have been used to offset declining appropriations at so many institutions.

There are a variety of factors that influence a student’s college enrollment decisions. This study suggests that on average, tuition increases deter a small percentage of students from enrolling. More research is needed to determine which kinds of students are more sensitive to tuition changes and how policy initiatives can support these vulnerable students.

Source:

Hemelt, S.W. & Marcotte, D.E. (2011). The impact of tuition increases on enrollment at public colleges and universities. Educational Evaluation and Policy Analysis, 33(4), 435-457.

Category: Research

Published: 2/8/2012 3:06 PM

Journal Throwback: Fall 1964

Sarah Cox — Tue, 07 Feb 2012 15:21:03 GMT

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To celebrate NACAC's 75th anniversary and the release of the Winter 2012 special issue Journal of College Admission, the Admitted Blog will run historic artices from the Journal.

This week's article is from Vol. 10 No. 2 Fall 1964:

Educational Implications Behind the Racial Wall: Abridged

Jerome H. Holland is president of Hampton Institute. From 1953 until assuming his present responsibilities in 1960, Dr. Holland was president of Delaware State College. He has also served as a social research consultant and as director of the Division of Political and Social Sciences and end coach of football for Tennessee Agricultural and Industrial State University. His B.S. and M.S. degrees are from Cornell University and his Ph.D. from the University of Pennsylvania.

This article is adapted from an address given by President Holland at the second annual New England Regional Meeting for School Counselors and Admission Personnel sponsored by the New England regional ACAC group on June 12, 1964, at Brandeis University.

Non-negro colleges do not find it necessary to labor under the label of race, yet Negro colleges must strive daily to overcome a racial connotation with its serious implications. People in America, and this has been referred to by several sociologists, equate the word Negro with inferiority. Therefore, each college—and I would also include public schools regardless of their actual academic position—finds it difficult to escape from this badge of inferiority. It reaches such a proportion that the words liberal arts, private, land grant, etc., have no meaning to the predominantly Negro college in the minds of most people. This type of social acceptance impedes the educational development of a college. It means that the human and material resources of these schools are restricted because of race. Those colleges within this group that have overcome these obstacles and developed good programs must deserve a special commendation.

The goal of the Negro college is to be regarded within and outside its constituency not as a Negro college, nor a predominantly Negro college, but as a college serving American youth. This should not be interpreted as an escape mechanism, but as a means of becoming a full partner in American life. This goal may be attainable in the future if the stereotypes associated with the Negro pass into oblivion.

Negro colleges must constantly fight to gain acceptance as integrated institutions. This is important with integration becoming the American way of life. Unless an institution of higher education moves into the mainstream of American life and adopts the goals of the nation, there is no justification for its existence. There is no place in contemporary life or in the future for a racially segregated institution. For a matter of fact, private philanthropic and federal funds are difficult to acquire unless a college operates in this frame of reference.

It is most difficult for people to break with traditional ways of thinking, particularly regarding race. If a college must struggle beyond what may be reasonable to gain acceptance, such efforts diminish the creative force within a college complex and encourage the development of an atmosphere of futility.

The predominantly Negro college finds itself in a position of constantly proving itself to the American population. This is a very interesting way of keeping a college from directing its energies toward the main task of the college. It is necessary within limits to make certain educational demands on an institution of higher education in order to justify its position. This is expected and is an accepted practice. However, in the case of the Negro college, it extends beyond this frame of reference.

Within this context, there is a feeling that what is said in a positive manner about a Negro college must be accepted with caution. One recognizes an atmosphere of continued doubt about these colleges. Nothing can be accepted without proof. I might add at this point that these colleges have been serving the youth of the nation for almost a century. If you will pardon a personal reference, I have always made it my business to invite a person to come to Hampton Institute after I have discussed the program. I have invariably noticed a look of pleasant surprise if the points made in my previous discussion have been substantiated. Such a climate actually stifles creativity and encourages a pattern of provincialism, and these are the antitheses of a college leadership complex.

Today's predominantly Negro colleges will expand their student bodies and raise their academic levels. I feel that the philanthropic groups have finally recognized that these institutions need money to develop their programs the same as other institutions, and in large quantities. The federal government and the state and local governments are reassessing their attitude in this respect. If organized properly, one of the most interesting programs under way in higher education is the establishment of an educational relationship between the larger colleges and universities and the predominantly Negro college. I feel that the potentials are unlimited in this program. It will be a positive educational force for both institutions. Each can make an educational contribution. There must be mutual respect within an educational setting. This program will certainly assist the college in attracting more Negro students from the South and encourage these colleges to become more involved in the minority group situation in their communities and regions. We at Hampton Institute are quite excited about the developing relationship through the Yale Summer School in which Hampton Institute is a cooperating institution.

On the national scene we can expect more stresses and strains as the nation attempts to come to grips with its past racial patterns and practices. It will be difficult to move people from what they interpreted as the acceptable manner of democratic living to a system that often shatters this image. There is also the fact that patience is not a part of the thinking of the Negro citizen. He is suspicious, skeptical, and irritated by what has happened and is happening. I seriously doubt if many people realize the depth of this attitude. The Negro revolution, as it is called, is not of recent vintage. The dramatic aspects are present today, but in fact there has been a long smoldering period of resentment and suspicion. It is reasonable to expect that some modifications and changes will take place in what was accepted in the Negro community. There is evidence that the civil rights problem may become more acute in the North and West than in the South in the future. As legal barriers against citizens are successfully attacked in the South, and public accommodations are opened to citizens, we may find that there will be more rapid movement into full citizenship than we anticipate. Unfortunately, in other sections of the country some of the problems under attack—such as de facto school segregation, housing restrictions, and discrimination in employment—have their foundations in a frame of reference that is not always racially oriented. This may take a tremendous amount of soul searching.

To give a general statement about the future scene in race relations is, of course, most difficult. I am most optimistic. Within the not too distant future, I feel that all persons will acquire their citizenship rights, equality of opportunity, and the right to participate freely and without any superficial restrictions in our social order. This atmosphere will affect the predominantly Negro college.

Social history moves forward. Progress brings pain. The major question to be resolved is whether the predominantly Negro institutions will fall by the wayside as victims of progress, or whether they will have the vitality to adapt to an everchanging set of conditions. I believe most of them will win this struggle for life once they have developed trust and confidence in themselves and their own value. They should act and not react to white negativistic attitudes and actions.

This nation will need the combined efforts of all of its material and human resources to bring a sense of direction and orientation for the future to our racial dilemma. People are concerned and have a desire to participate, which is a positive factor in this complex. The question may center around a method or approach. Our institutions of higher education must assume a leadership position; it is a part of their responsibility in a democratic society.

Category: College Admission Resources

Published: 2/7/2012 10:16 AM