{"id":20569,"date":"2024-08-15T00:00:47","date_gmt":"2024-08-15T00:00:47","guid":{"rendered":"https:\/\/www.tamus.edu\/data-science\/?p=20569"},"modified":"2025-09-15T22:07:17","modified_gmt":"2025-09-15T22:07:17","slug":"the-interplay-between-economic-status-and-race-ethnicity-in-the-8th-grade-cohort","status":"publish","type":"post","link":"https:\/\/www.tamus.edu\/data-science\/2024\/08\/15\/the-interplay-between-economic-status-and-race-ethnicity-in-the-8th-grade-cohort\/","title":{"rendered":"The Interplay Between Economic Status and Race\/Ethnicity in the 8th Grade Cohort"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"20569\" class=\"elementor elementor-20569\" data-elementor-post-type=\"post\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-741dd92 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"741dd92\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-00876d5\" data-id=\"00876d5\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-e34841e elementor-widget elementor-widget-text-editor\" data-id=\"e34841e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-weight: var( --e-global-typography-text-font-weight );\">This blog entry serves as the final in our\u00a0<\/span><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-weight: var( --e-global-typography-text-font-weight );\">summer series presenting data and insights from the Texas Higher Education Coordinating Board&#8217;s (THECB) &#8220;<\/span><a style=\"font-family: var( --e-global-typography-text-font-family ), Sans-serif;\" href=\"https:\/\/databridge.highered.texas.gov\/the-texas-talent-trajectory\/\">Texas Talent Trajectory (T3)<\/a><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-weight: var( --e-global-typography-text-font-weight );\">&#8221; project. Our\u00a0<a href=\"https:\/\/www.tamus.edu\/data-science\/\">previous blog posts<\/a> have explored data on educational outcomes for members of the three-year 8th-grade cohort (FY2011-FY2013) based on success measures at three different timepoints: high school graduation, higher education enrollment, and\u00a0<\/span><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-weight: var( --e-global-typography-text-font-weight );\">higher education\u00a0<\/span><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-weight: var( --e-global-typography-text-font-weight );\">credentials earned in Texas. This post combines variables from the last two posts to see how the combination of economic status and race\/ethnicity affected student outcomes for 8th-grade students who were enrolled at Texas public middle schools in the three-year cohort.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-6021970 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"6021970\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-225bba3\" data-id=\"225bba3\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-bed9608 elementor-widget elementor-widget-text-editor\" data-id=\"bed9608\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><b><u>Texas Talent Trajectory (T3) Data Comparison by Economic Status and Race\/Ethnicity<\/u><\/b><\/p><ul><li><i>Economic Status<\/i> was defined by the Texas Education Agency as being a student who was \u201celigible to participate in the national free or reduced price lunch program&#8221; during their 8th-grade year (<a style=\"background-color: #ffffff; transition-property: all;\" href=\"https:\/\/databridge.highered.texas.gov\/the-texas-talent-trajectory\/\">T3 Appendix)<\/a>. Of the more than 1.08 million students in the 3-year cohort, over 57% (619K) were considered to be economically disadvantaged.<\/li><li><u style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-weight: var( --e-global-typography-text-font-weight );\">High School Diploma<\/u><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-weight: var( --e-global-typography-text-font-weight );\">: Across the state of Texas, there was an almost 10-percentage point difference between the &#8220;Not Economically Disadvantaged&#8221; group (86.4%) and the &#8220;Economically Disadvantaged&#8221; group (77.0%) in terms of high school graduation rate.\u00a0 Across the race\/ethnicity groups within the &#8220;Not Economically Disadvantaged&#8221; students, the percentage point spread was less than 4 percentage points (84.6% for Black\/African American students versus 88.4% for the &#8220;Other&#8221; student group). For the economically disadvantaged group, there is a larger gap in high school diploma rates (70.4% for White students versus 80% for &#8220;Other&#8221; students). <\/span><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif;\"><b>Within race\/ethnicity categories, the gap based on economic status was smallest for the Hispanic student group (85.9% for not economically disadvantaged vs 78.9% for economically disadvantaged), while the widest gap was for White students (86.7% versus 70.4%, respectively)<\/b><\/span><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-weight: var( --e-global-typography-text-font-weight );\">.<\/span><\/li><\/ul><h6><i><u>NOTES<\/u><\/i>: The &#8220;Statewide&#8221; data provide the average percentage for each of the outcome variables. Current T3 data do not include enrollment and earning of credentials at out-of-state higher education institutions. These data, plus employment outcomes, will be added by THECB in the future. Hovering over the symbols in each chart will show additional information.<\/h6>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-1142681 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"1142681\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-79913e8\" data-id=\"79913e8\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-31ecb44 elementor-widget elementor-widget-html\" data-id=\"31ecb44\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"html.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h6><u>Abbreviations<\/u>: \"HS\" = High School | \"HE\" = Higher Education | \"EconDis\" = Economically Disadvantaged | \"Not EconDis\" = Not Economically Disadvantaged <\/h6>\r\n<iframe title=\"The Interplay Between Economic Status and Race\/Ethnicity in the 8th Grade Cohort\" width=\"100%\" height=\"680\" frameborder=\"0\"\r\n  src=\"https:\/\/observablehq.com\/embed\/75f360a2fd66fbc6@4007?cells=hsPlotEconEthnFaceted%2CheEnrPlotEconEthnFaceted%2CheCredsPlotEconEthnFaceted\"><\/iframe>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-207006f elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"207006f\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-82ea8c8\" data-id=\"82ea8c8\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-ccc2153 elementor-widget elementor-widget-text-editor\" data-id=\"ccc2153\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<ul style=\"margin: 0 0 var(--global-md-spacing);\"><li><u>Higher Education Enrollment<\/u>: Less than 43% of economically disadvantaged students in the statewide 8th-grade cohort enrolled in Texas public institutions, while almost 65% of not economically disadvantaged enrolled. <b>White students who were economically disadvantaged enrolled in Texas higher education at the lowest rate (37.2%), while 42.5% of Hispanic students and 46.6% of Black students in the economically disadvantaged group enrolled in Texas higher education<\/b>.\u00a0<\/li><li><u>Higher Education Credential<\/u>: Based on economic status, there was an almost 21-point difference statewide in the percentage of students who earned a higher education credential (certificate, associates, bachelors) from a Texas public institution within 11 years of starting the 8th grade: 36.4% of the not economically disadvantaged students versus 15.8% for economically disadvantaged students.\u00a0While the &#8220;Other&#8221; student group had the highest credential-earning rate at 29.4% for economically disadvantaged students in the 8th-grade cohort, <b>economically-disadvantaged Hispanic students earned a higher education credential at a rate of 16.3%, with 13.6% of White students and 12.6% of Black students in the economically disadvantaged group earning a higher education credential in Texas public institutions<\/b>.\u00a0<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-1ea2915 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"1ea2915\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-9022098\" data-id=\"9022098\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-68127a8 elementor-widget elementor-widget-heading\" data-id=\"68127a8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">So What?<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b77faf0 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b77faf0\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-a7bff7d\" data-id=\"a7bff7d\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-5c59e3d elementor-widget elementor-widget-text-editor\" data-id=\"5c59e3d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>In wrapping-up our summer blog series, let&#8217;s revisit some of the key findings from our exploration of the Texas Talent Trajectory (T3) data for the 8th-grade cohort:<\/p><ul><li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-weight: var( --e-global-typography-text-font-weight );\">Out of the 1.08 million students in the combined three-year 8th-grade cohort,\u00a0<\/span><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-weight: bold;\">76%\u00a0(823,083) did not earn a high school diploma and\/or a higher education credential in Texas <\/span><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif;\">during the 11 years after entering the 8th grade in Texas public middle schools<\/span><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif;\">.<\/span><\/li><li><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif;\"><b>Only 16.3% of Hispanic students in the 8th-grade cohort enrolled in a 4-year public university in Texas, with 22.6% of Black students and 27.1% of White students <\/b>enrolling in Texas public universities within 6 years of high school graduation<b>.<\/b><br \/><\/span><\/li><li><b>Less than 25% of the 1.08M students in the 8th-grade cohort earned a higher education credential within 11 years of entering 8th grade in Texas.<\/b><\/li><li>There was an almost 10-point difference in the percentage of female students (29.5%) who earned a higher education credential compared to male students (19.9%) in the multi-year cohort.<\/li><li><b style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif;\">Only 15.8% of the economically disadvantaged students\u00a0<span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif;\">in the 8th-grade cohort\u00a0<\/span>earned a credential from a Texas public institution within 11 years of entering 8th grade<\/b><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif;\">, as\u00a0<\/span><span style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif;\">compared to 36.4% of students who were not categorized as economically disadvantaged in 8th grade<\/span><b style=\"color: var( --e-global-color-text ); font-family: var( --e-global-typography-text-font-family ), Sans-serif;\">.<\/b><\/li><li>Although there were almost 505K\u00a0Hispanic students and Black students who were also economically disadvantaged (out of 1.08 million students) in the 8th-grade cohort, <b>fewer than 47,000 (9.2%) of these historically underserved students (HUS) completed a bachelor&#8217;s degree from a Texas public institution within 11 years of entering 8th grade.<\/b><\/li><\/ul><div>We have work to do.<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>This blog entry serves as the final in our\u00a0summer series presenting data and insights from the Texas Higher Education Coordinating Board&#8217;s (THECB) &#8220;Texas Talent Trajectory (T3)&#8221; project. Our\u00a0previous blog posts have explored data on educational outcomes for members of the three-year 8th-grade cohort (FY2011-FY2013) based on success measures at three different timepoints: high school graduation,&#8230;<\/p>\n","protected":false},"author":1067,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"elementor_theme","format":"standard","meta":{"inline_featured_image":false,"_kad_blocks_custom_css":"","_kad_blocks_head_custom_js":"","_kad_blocks_body_custom_js":"","_kad_blocks_footer_custom_js":"","_kadence_starter_templates_imported_post":false,"_kad_post_transparent":"default","_kad_post_title":"default","_kad_post_layout":"default","_kad_post_sidebar_id":"","_kad_post_content_style":"default","_kad_post_vertical_padding":"default","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"_kad_post_classname":"","footnotes":""},"categories":[27,22,19,13,11,9,46],"tags":[],"class_list":["post-20569","post","type-post","status-publish","format-standard","hentry","category-community-colleges","category-demographics","category-educational-attainment","category-graduation","category-hs-graduates","category-ihe-enrollment","category-universities"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.7 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>The Interplay Between Economic Status and Race\/Ethnicity in the 8th Grade Cohort - Data Science<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.tamus.edu\/data-science\/2024\/08\/15\/the-interplay-between-economic-status-and-race-ethnicity-in-the-8th-grade-cohort\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The Interplay Between Economic Status and Race\/Ethnicity in the 8th Grade Cohort - Data Science\" \/>\n<meta property=\"og:description\" content=\"This blog entry serves as the final in our\u00a0summer series presenting data and insights from the Texas Higher Education Coordinating Board&#8217;s (THECB) &#8220;Texas Talent Trajectory (T3)&#8221; project. 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