Leveraging Data for Policy Change: A Descriptive Analysis of Latino Men's Postsecondary Enrollment and Degree Attainment Patterns in Texas

Autor/inn/en	Burmicky, Jorge; Ryu, Wonsun; Palomín, Leticia; Sáenz, Victor B.
Titel	Leveraging Data for Policy Change: A Descriptive Analysis of Latino Men's Postsecondary Enrollment and Degree Attainment Patterns in Texas
Quelle	In: Education Policy Analysis Archives, 30 (2022) 129, (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Burmicky, Jorge) ORCID (Ryu, Wonsun) ORCID (Palomín, Leticia) ORCID (Sáenz, Victor B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Postsecondary Education; Males; Educational Attainment; Equal Education; Enrollment Trends; Educational Policy; State Policy; Geographic Regions; Grade 8; College Attendance; Racial Differences; Ethnicity; Gender Differences; Two Year Colleges; African American Students; White Students; Hispanic American Students; Academic Degrees; Texas + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Male; Männliches Geschlecht; Bildungsabschluss; Bildungsgut; Politics of education; Bildungspolitik; School year 08; 8. Schuljahr; Schuljahr 08; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Rassenunterschied; Ethnizität; Geschlechterkonflikt; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss
Abstract	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. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01