Regarding college readiness, the report states that Black and Hispanic students tend to start college needing significant help with academic skills development in multiple areas.
ACT data show, for example, that students of color are much less likely to meet ACT college readiness benchmarks. Around 16 percent of Black students meet the benchmark in reading, compared with 29 percent of Hispanic students and 54 percent of White students. About 14 percent of Black students meet the benchmark in math, compared with 30 percent of Hispanic students and 54 percent of White students.
“CCCSE data reveal that even higher levels of engagement of students of color can’t compensate for the effects of beginning college already well behind the starting gate in terms of academic readiness,” said McClenney.
To address these achievement gaps, the report recommends that community colleges must first acknowledge the reality that “systematic disparities in opportunity and privilege characterize the lives—and educational experiences—of people of color in American society.” It suggests colleges implement high-impact practices that will benefit all students, such as fostering personal connections, setting high expectations and offering high-quality instruction from very engaged faculty members.