Race Matters

Graduation and Financial aid data reports

based on race, ethnicity, and gender

With all of the talk about racism and inequality, why is Big Ed given a pass? Academia is obviously racist. If any other industry had statistics this bad and imbalanced, people would be in the streets demanding change. While Big Ed is hurting kids across the board, let’s look at the disparity among black students.

It starts with high school. Blacks are far more likely to dropout than their white counterparts. We discussed the push to get more black kids into college, this push has encouraged many well-meaning teachers to pass students who were not prepared to graduate, giving them a false sense of achievement and setting them up to fail when they arrive at college. Look at the college dropout rates by race:




  1. What percentage of Caucasians drop out of college?
    About 38% of Caucasians don’t finish their degrees within six years.
  2. What percentage of Asians drop out of college?
    That number is 36.8% for Asian students.
  3. What percentage of Blacks drop out of college?
    62% of Blacks do not complete their intended degree within six years of enrollment.
  4. What percentage of Hispanics drop out of college?
    54.2% of Hispanics do not complete their intended degree within six years of enrollment.


The racial disparity persists beyond those who drop out. On average, black students also take longer to complete college than students from other racial groups. As the chart below shows, only 28.7% of black students have completed their degrees at the institution where they started after six years. Conversely, 62% are either still enrolled in college (17.4%) or no longer enrolled (44.6%)8.

Compounding the problem, black undergraduates owe 15% more than other students: an average of $34,010, compared with $29,669 for all students. One-third of black students accumulated more than $40,000 in debt after graduation, versus 18% of students overall. Because of the push into useless majors, black graduates between the ages of 25 and 34 had lower salaries than other graduates of a similar age, and their unemployment rate was two-thirds higher, on average. 

In addition to finding that 60% of African Americans who enter into higher education do not graduate, SEE also found African Americans and other minority groups use the most government assistance such as loans, grants etc. to aid them in their college admissions. 

The data below shows that colleges and universities are getting the most income from loans and grants by taking in African Americans and other minority groups under the guise of “diversity” while failing to graduate them.


Among full-time, full-year undergraduate students, 88 percent of Black students, 87 percent of American Indian/Alaska Native students, and 82 percent of Hispanic students received grants in 2015–16. These percentages were higher than the percentages for White (74 percent) and Asian (66 percent) students.      *

The following figure shows the same type of theme in regards to financial aid usage with part-time students by race.

Now, compare and contrast the use of loans, grants, etc. use by race with their graduation rates. 

For example, the figure below shows blacks and Native Americans graduate at a lesser rate in 4, 5, and 6 year degrees in college. 


In addition, the figure below shows the graduation rates by race by public, private non-profit, and private for-profit institutions.

In addition, the NCES found that

“The 6-year graduation rate for students at private for-profit institutions was lower than those at public and private nonprofit institutions across all racial/ethnic groups…”


Moreover, according to the National Center for Education Statistics, “of the 1.8 million bachelor’s degrees awarded in 2015–16, about 331,000 (18 percent) were in STEM fields. The percentage of bachelor’s degrees awarded that were in STEM fields varied by race/ethnicity.” See below.


What we know from the available data tells a sobering tale while much of the data about performance at colleges and universities is hidden. We want to use our four-pronged IDEA approach (Identify, Develop, Engage, Act) to refocus and intensify the effort of educators and parents to demand more from the system and our students. We will also take a legislative approach demanding the following:

1. A curriculum focused on creative thinking and tangible skills rather than a social justice agenda
2. Congress tie funding to results; forcing universities to supply performance data
3. Colleges are held accountable for what they do with the ‘diversity’ applicants they accept
4. Create a tangible improvement program to present to the Department of Education Secretary 


* All information stated here comes from  NCES

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