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The Paradox of HBCU Graduation Rates

Author

Listed:
  • Ethan K. Gordon

    (Stanford University)

  • Zackary B. Hawley

    (Texas Christian University)

  • Ryan Carrasco Kobler

    (Reed College)

  • Jonathan C. Rork

    (Reed College)

Abstract

This paper examines the propensity of African American students to graduate from Historically Black Colleges and Universities (HBCUs). Using IPEDS data from 2004 to 2016, we take care in developing a control group of institutions from which to compare HBCU success. Results suggest that despite accepting more students who are at risk of not graduating, HBCUs have a higher graduation rate for African American students than their peers. We then show that gender nor major choice help explain this persistent difference.

Suggested Citation

  • Ethan K. Gordon & Zackary B. Hawley & Ryan Carrasco Kobler & Jonathan C. Rork, 2021. "The Paradox of HBCU Graduation Rates," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(3), pages 332-358, May.
    • Handle: RePEc:spr:reihed:v:62:y:2021:i:3:d:10.1007_s11162-020-09598-5
    DOI: 10.1007/s11162-020-09598-5
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    References listed on IDEAS

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    1. Roland G. Fryer & Michael Greenstone, 2010. "The Changing Consequences of Attending Historically Black Colleges and Universities," American Economic Journal: Applied Economics, American Economic Association, vol. 2(1), pages 116-148, January.
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    3. Macki Sissoko & Liang-Rong Shiau, 2005. "Minority Enrollment Demand for Higher Education at Historically Black Colleges and Universities from 1976 to 1998: An Empirical Analysis," The Journal of Higher Education, Taylor & Francis Journals, vol. 76(2), pages 181-208, March.
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    6. Terrell L. Strayhorn, 2008. "Influences on Labor Market Outcomes of African American College Graduates: A National Study," The Journal of Higher Education, Taylor & Francis Journals, vol. 79(1), pages 28-57, January.
    7. Ronald G. Ehrenberg & Liang Zhang, 2005. "Do Tenured and Tenure-Track Faculty Matter?," Journal of Human Resources, University of Wisconsin Press, vol. 40(3).
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