INDICATORS OF EQUITY RELATED TO
EDUCATIONAL ATTAINMENT
Education is a critically important way for individuals to pursue their goals in life. On average, higher levels of educational attainment are associated with higher levels of financial, emotional, and physical well-being over people’s lifetimes. And research consistently shows that differences in educational attainment are related to race/ethnicity and gender, with substantial implications for disparities later in life.
For more detail and supporting research:
See pages 67-72 of Monitoring Educational Equity.
Indicator:
Disparities in On-Time Graduation
Graduating from high school on time and with a diploma remains one of the most critical educational objectives for all students. Disparities in high school graduation rates by racial/ethnic and other demographic factors remain substantial. These disparities are problematic because high school graduation paves the way to a multitude of positive life outcomes, including the increased likelihood of attending college.
| What to Measure | What Data to Use | Examples of Data Collection Instruments | Some Considerations and Challenges |
|---|---|---|---|
| Group differences in on-time graduation* | Administrative data | No data collection instruments needed: the Adjusted Cohort Graduation Rate is calculated based on existing data | |
| *These data are already collected by districts and reported by states using a common measure. | |||
Indicator:
Disparities in Postsecondary Readiness
Despite widespread agreement about the importance of college readiness, there is no single, evidence-based definition of college readiness—especially one that is related to between-group differences in college completion. Broadly speaking, college readiness can be considered to be a student’s preparedness to enroll in the degree-granting institution of their choice (2 or 4 year) without the need for remedial courses, to persist, and, ultimately, to earn a degree. Academic readiness is central to this definition, but college readiness encompasses more than academic achievement. The nonacademic aspects of college readiness, such as managing the application and financial aid processes and choosing an appropriate college, are especially important for students who do not come from families with college backgrounds.
Measures of all aspects of college readiness are not well developed. Until they are developed, it is important to track the paths of high school graduates, including 2- and 4-year college programs, the military, employment, and unemployment. Even among high school graduates, there are large disparities in the paths taken by students from different groups. These disparities can contribute to disparities in economic well-being into adulthood. The most fundamental aspect to track is whether students are enrolled in any type of college.
| What to Measure | What Data to Use | Examples of Data Collection Instruments | Some Considerations and Challenges |
|---|---|---|---|
| Group differences in enrollment in college, entry into the workforce, or enlistment in the military* | Administrative data that track students beyond high school Data on collegiate enrollment and degree information from the National Student Clearinghouse (requires a subscription) |
No data collection instruments needed: indicator can be based on calculations of existing data | Developing methods for tracking different types of postsecondary pathways Identifying college enrollment levels that are relevant to equity |
*These data are already collected by districts and reported by states. |
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FOR FURTHER READING:
E. Allensworth, J. Nagaoka, and D.W. Johnson. (2018). High School Graduation and College Readiness Indicator Systems: What We Know, What We Need to Know. UChicago Consortium on School Research. Available: http://ncos.iamempowered.com/essa-report-card.html.
