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The total number of students without diplomas is growing

The total number of students without diplomas is growing

According to a new report released Tuesday, the number of students in the United States who attended college but left before receiving a certificate, certificate or degree rose to 39 million from 36 million in 2019. Black and Hispanic students still accounted for a disproportionate share of the total.

The report “Some college, without accounting” from National Student Information Center Research Centerfollows from similar reports from the center in 2019 and 2014. The total number of students without certificates increased by 8.6 percent and partly reflects the impact of the COVID-19 pandemic on the learning outcomes of college students who faced unprecedented financial and personal challenges, including job loss and income, as well as illness and death. ‘and. members.

The report covers the 2019-20 and 2020-21 school years in all 50 states, the District of Columbia and all U.S. territories. Only Nebraska and Connecticut have not experienced an increase in the number of students who drop out. In these states, college left 0.1% and 0.3% fewer students than in 2019, respectively.

The percentage of black and Hispanic students who dropped out of college without credentials or degrees remained lower than the percentage of those who dropped out of college – together they were 42.8 percent of the 39 million who dropped out of college, compared with 34.3 percent of the total number of undergraduate students in the country.

Others, who studied and acknowledged the racial imbalance in the number of students leaving college without accounts, offered recommendations for lowering rates based on previous research conducted by the Information Chamber. The Degree in Time initiative. from the Institute of Higher Education Policy among these efforts. He advocates for more institutional support for returning students, and for increased government funding for the colleges and universities that serve them. Other efforts include make public college free for returning students who are close to obtaining a diploma or degree and offering a bachelor’s degree through public colleges.

Participants in a discussion on Tuesday’s webinar on the report noted that the return to college of black and Hispanic students, as well as indigenous and first-generation students, is important to reduce the total number of students who have left college without authority.

“Supporting color students is our core mission as HBCU,” said Nick Wat, Morgan State University’s assistant dean for academic and student success, who has played an important role in developing the new College of Interdisciplinary and Continuing Studies, which began offering courses this semester. at the Historically Black College in Baltimore. He said that in addition to offering reduced tuition and fees, as well as extended undergraduate and graduate courses for returning students, the program will keep classes small and provide frequent personal interactions of students with faculty, staff and administrators.

Here said the goal is for students to “have someone to talk to, someone on their side throughout the admissions process”.

Patricia Eryavets, president of Pueblo Public College in Colorado, reiterated similar goals for students at her institution, 35 percent of whom are Hispanic and 60 percent are first-generation students. The college has a program called Trio that focuses on hands-on interaction with these students.

“There is no one in the school who is not available to our students so that they can get the necessary resources, so that they feel comfortable, so that they do not feel that they do not have what it takes to be successful,” she said. Her goal is to eventually “model our entire college” after this program.

Patricia Steele, president of research firm Higher Ed Insight, referred to her organization study on student return to collegepublished in January, and its findings on various factors that hinder or knock students out of college, such as work, starting a family and overcoming financial difficulties such as those caused by the pandemic.

“College has been a gap between their lives,” Steele said, adding that institutions need to be more flexible in bringing students back to life. She also cited obstacles such as credit transfers, delayed transcripts and other bureaucratic problems.

“We need to think really radically about how to make the process easier for students. I think we really need to start the conversation with this, ”she said.

A Higher Ed Insight study found that unique issues affecting individual racial groups will not be addressed by common solutions, Steele said.

“We wanted to emphasize that this is not the only option for each of these populations,” she said, pointing out, for example, that black and Latin American students mostly had different reasons for leaving college and thinking about returning.

Due to the growing number of students leaving college without certificates and racial imbalances remain unchanged, Courtney Brown, Lumina’s vice president of strategic influence and group moderator, said: “We need to change the trajectory of these 39 million. This is an emergency – an urgent one. “

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