Topic: How to Increase Minority Male College Enrollments and Graduation Rates
Annually less than 30% of minority Male (African, Hispanic, and Native American) High School graduates, attend or are enrolled in college, and for those that do attend, only 15% receive a 4-year university degree.
National Average College Enrollment for Males: 38%
White American: 39%
Asian American: 59%*
Hispanic American: 33%
Native American: 19%*
*The female to male college enrollment rate is 4% higher for females, according to the U.S. Bureau of Labor Statistics
National Average of Male 4-Year College Degrees:: 33%
White American: 39%
Asian American: 59%
Hispanic American: 16%
Native American: 8%
Lack of motivation towards higher education (Poor high school grades)
Lack of financial family support (Funding support from home to attend college)
Non-career awareness (Non -exposure to career options)
How the 100% Graduation Rate Program Address the Problem:
- We developed a partnership with our local college’s Equal Opportunity Program.
- We conducted annual college workshops with the students and our local colleges, both at the high schools and colleges.
- We created a quarterly progress chart for students, starting after the completion of 9th grade.
- We held bi-monthly college readiness in school training session for our juniors.
- We sponsored three in-state 4-year college, group field trips for our male seniors.
- We bought in former high school graduates and community guest speakers for 6 in school sessions for our seniors.
100% Graduation Rate Program Results:
Camden, New Jersey – **Program Participants Group B (105) compared to Program Sample Group A (105)
The Male Program participants had a 41% higher College Enrollment Rate. Compared to the City’s sample group of males – 64% (67 out of 105) to 23% (24 out of 105).
The Male Program participants also had a 14% higher College Graduation Rate. Compared to the City’s sample group of males – 34% (23 out of 67) to 21% (5 out of 24).
Each year, the City’s two largest high schools – Camden High and Woodrow Wilson – Guidance Departments selected 15 incoming high school freshmen for the program. These students were classified as at-risk, based on having grades below C in Math and/or Reading, or had a poor student behavior problem.
The students were then randomly assigned to a Program Group- A (Non-treatment) or Group B (Program Treatment) – based on their seating during the program’s orientation.
Urban community School Districts need to develop official partnerships with local 2-year and 4-year colleges. These partnerships should include a memorandum of understanding, that:
- expose local high schools 9th, 10th and 11th grader students to bi-annual workshops at the colleges;
- college admission department staff should conduct admission requirements workshop sessions with high school extracurricular programs at the high schools
- colleges admission departments should offer financial aid training sessions for 12th graders and their parents at the beginning of the school year.