Leveraging data for policy change: A descriptive analysis of Latino men’s postsecondary enrollment and degree attainment patterns in Texas

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Abstract

This study examines the educational outcomes of Latino men in Texas by conducting a descriptive policy-focused disaggregate analysis of longitudinal data from the 8th Grade Cohort Longitudinal Study and the Integrated Postsecondary Data System (IPEDS). Based on our analysis, we provide context and understanding of the progress made towards meeting the goals set forth in 60x30TX, a statewide higher education plan led by the Texas Higher Education Coordinating Board. Our findings reveal educational equity disparities by looking at the postsecondary enrollment and degree/certificate completion patterns of Latino men in Texas. In addition, we provide an analysis of differences in educational equity disparities across various regions of the state. We share policy planning implications informed by practitioner input to better contextualize our findings.

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How to Cite
Burmicky, J., Ryu, W., Palomín, L., & Sáenz, V. B. (2022). Leveraging data for policy change: A descriptive analysis of Latino men’s postsecondary enrollment and degree attainment patterns in Texas. Education Policy Analysis Archives, 30, (129). https://doi.org/10.14507/epaa.30.6723
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Author Biographies

Jorge Burmicky, Howard University

Jorge Burmicky is an assistant professor of higher education leadership and policy studies at Howard University. His research examines the leadership pipeline in higher education, with an emphasis on racially minoritized leaders at minority-serving institutions (MSIs), community colleges, and broadly accessible institutions. 

Wonsun Ryu, University of Texas at Austin

Wonsun Ryu is a postdoctoral fellow in the Population Research Center at the University of Texas at Austin. His research examines the college experiences and outcomes for underserved students, higher education policy, economics of higher education, and quantitative methods (i.e., causal inference and applied statistics). 

Leticia Palomín, Texas A&M University, College Station

Leticia Palomín is the director for the Office for Student Success in the Routh First-Generation Center. Her research examines Latina/o parent involvement in the pre-college process, financial aid literacy for historically minoritized and marginalized groups, the role power plays within an organization, evidence-based practices to gain institutional support for student success initiatives, and faculty and staff cultural/student development.

Victor B. Sáenz, University of Texas at Austin

Victor B. Sáenz is professor and chair of the Department of Educational Leadership and Policy at the University of Texas at Austin and the W. K. Kellogg Professor in Community College Leadership. He also holds courtesy appointments with the Center for Mexican American Studies, the Department of Mexican American and Latina/o Studies, the Irma Rangel Public Policy Institute, the Institute for Urban Policy Research & Analysis, and the UCLA Higher Education Research Institute.