A new report found key differences in academic advice in higher education institutions that reduced racial and ethnic disparities in graduation rates. The advisors of these institutions, compared to the institutions where disparities were expanded, generally had a lower murder advice, greater use of advice technologies and more access to students' data.

The report, published today by Tyton Partners, an investment banking service. And the strategy consulting for educational institutions, uses a new methodology to calculate capital gaps in academic results. It measures lagoons in schools or universities comparing the graduation rates of black, Latin and indigenous students with the average graduation rate for all students within a particular sector of higher education, such as community schools or public universities of four years, in the course of a decade, from 2010 to 2020. This approach diverges from a more common method to measure the capital gaps when comparing the results of minority groups with the results of white students.

Catherine Shaw, director of Tyton Partners and Primary the author of the report, said the advantage of "reformulating" the results gap is that minority service institutions are not out of conversation. "

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    Estela Bensimon, a university professor Emerita and founder of the Urban Education Center of the University of Southern California, said in an email that he appreciates that the report does not "convert white students into the standard", which called a "Promising practice". She said that the distinction drawn between institutions whose gaps are reducing the gaps and those whose gaps are also expanding "should help policy, professionals and leaders who see that racial inequality in the results is not inevitable and irreversible" .

    The report was based on the report on the responses of 2,000 advisors, faculty members and administrators representing 1,022 schools, including 136 Spanish service institutions and 38 historically black schools and universities. The responses were used to measure differences between institutions with the reduction or expand capital gaps in terms of their advice and support services, comparing factors such as available advice technology, advisory positions and data from available students For academic advisors.

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    There was a "great variety" of types of institutions in both categories, said Shaw. “There are small schools, large schools, two years, four years, there was no consistent pattern as expected. You might think: "well -recurring institutions, of course, will get profits." That was not true. I was throughout the map. That surprised me, and I also seemed encouraging. ”

    However, the authors found differences in academic advice practices that believe they have valuable lessons for campuses trying to close the capital gaps.

    In the community schools in particular, the institutions that successfully reduced the equity gaps had advisors who administered significantly lower cases than in the institutions where the spaces grew.

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