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It outlines how equity is defined and measured, then organizes indicators covering high school demographics, academic preparation, college access, early success in college, and graduation rates (on-time and extended-time). It highlights trends in graduation, socioeconomic status, gender, and geography, and examines performance by high school diploma rigor, including academic honors outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/college-equity-report-2019/584508/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/college-equity-report-2019/584508.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1786070896","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the goal of the Indiana College Equity Report 2019?","Question",{"text":112,"@type":113},"It tracks progress toward eliminating achievement gaps by measuring college-going rate, early success in college, and college completion for low-income and minority students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report define equity and achievement gaps?",{"text":117,"@type":113},"Equity means a student’s life circumstances should not determine the chance of succeeding. Achievement gaps are differences in outcomes across geography, gender, race/ethnicity, and income level.",{"name":119,"@type":110,"acceptedAnswer":120},"Which major indicators does the report use to measure equity?",{"text":121,"@type":113},"It uses five main indicators: high school demographics, academic preparation, college access, early success in college, and on-time and extended-time college graduation rates.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584508,1792167238,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},549768072016,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","COLLEGE EQUITY  \nREPORT 2019  \nINDIANA COLLEGE EQUITY REPORT INDIANA COLLEGE EQUITY REPORT  \nIndiana Commission for Higher Education  \n[www.che.in.gov](www.che.in.gov)  \nHIGHLIGHTS:  \nHOW INDIANA GRADUATES ARE  \nCHANGING  \n1. Race/ethnicity: Nearly 10,000 more students graduated  \nhigh school in 2017 than in 2007; virtually all of the growth was among minority students.  \n2. Socioeconomic status: Almost one-third of all high school graduates were from low-income households in 2017.  \n3. Gender: Indiana’s college-going rate dropped one percentage point from the previous year to 63 percent. The amount the state decreased can be almost entirely attributed to a decrease in men’s college-going rates.  \n4. Geography: Nearly a quarter of all high school graduates in 2017 were rural students. Over half (59 percent) of rural graduates went to college within one year-lower than the state average (63 percent) .  \nLEARNERS ARE MORE DIVERSE  \nIndiana high school graduates by race/ethnicity  \n21ST CENTURY SCHOLARS HAVE HIGHEST COLLEGE-GOING RATE  \nEARLY SUCCESS IN COLLEGE  \nScholars are exceeding their low-income and minority peers in nearly every measure in the equity report.  \nHIGH SCHOOL DIPLOMA TYPE MATTERS  \nBy high school diploma type (2016 cohort)  \nStudents perform better in college and achievement gaps are smaller when a high school  \ndiploma is more rigorous.  \nearly  \nSUCratCESSes   \n70% 26%  \n7%  \nGENERAL  \nCORE 40  \nACADEMIC HONORS  \nDISPARITY EXISTS AMONG DIPLOMA EARNERS  \nBy high school diploma type and select demographics (2016 cohort)  \nOnly 16 percent of Black students and 25 percent of Hispanic students earn the state’s most rigorous high school diploma, the Academic Honors Diploma, while 40 percent of White students  \nASIAN BLACK HISPANIC OTHER WHITE   \nearn the diploma.  \nGENERAL  \nCORE  \n40  \nACADEMIC HONORS  \nSources: Indiana Commission for Higher Education (CHE); Indiana Department of Education (IDOE), National Student Clearinghouse (NSC)  \n*Free and reduced lunch eligible.  \n**Early college success-no remedial classes required, persisted to second year, and completed all coursework attempted. 08-22-19 Performance measures (FT/PT enrollment, remediation, GPA, student loan debt, and persistence) apply only to Indiana high school graduates who enrolled in an Indiana public college within the year  \n[following high school graduation. Please refer to the College Readiness Date Elements and Definitions link](following high school graduation. Please refer to the College Readiness Date Elements and Definitions link www.in.gov/che/2489.htm for more details)[ www.in.gov/che/2489.htm for more details](following high school graduation. Please refer to the College Readiness Date Elements and Definitions link www.in.gov/che/2489.htm for more details).  \nINTRODUCTION  \nThe Indiana Commission for Higher Education (ICHE) has adopted goals and policy strategies focused on increasing college access, success, and completion for underrepresented students. In 2013, the Commission passed a resolution to eliminate achievement gaps among Indiana's learner populations by 2025.  \nDesigned as a companion piece to the Commission’s annual College Readiness and College Completion reports, the College Equity Report provides a snapshot of Indiana’s college achievement gap progress – measured by the college-going rate, early success in college and college completion – for low-income and minority students.  \nWHAT ARE EQUITY AND ACHIEVEMENT GAPS?  \nEquity is the idea that a student’s life circumstances should not dictate their chance of succeeding. It is often measured by observing areas where it does not exist: the gaps among learners from varying geographies, between genders, races or ethnicities, and by income level. These differences in outcomes are known as achievement gaps.  \nParticularly for low-income learners, ICHE has strengthened financial aid programs by modifying requirements to increase college readiness and success. The value Indiana pl","cbCaibn2vjP8dAYn","https://ap.wps.com/l/cbCaibn2vjP8dAYn","pdf",2051309,27,"English","# Highlights\n## How Indiana Graduates Are Changing\n## Learners Are More Diverse\n## Early Success in College\n## High School Diploma Type Matters\n## Disparity Exists Among Diploma Earners\n# Introduction\n## Equity and Achievement Gaps\n## How This Report Measures Equity","[{\"question\":\"What is the goal of the Indiana College Equity Report 2019?\",\"answer\":\"It tracks progress toward eliminating achievement gaps by measuring college-going rate, early success in college, and college completion for low-income and minority students.\"},{\"question\":\"How does the report define equity and achievement gaps?\",\"answer\":\"Equity means a student’s life circumstances should not determine the chance of succeeding. Achievement gaps are differences in outcomes across geography, gender, race/ethnicity, and income level.\"},{\"question\":\"Which major indicators does the report use to measure equity?\",\"answer\":\"It uses five main indicators: high school demographics, academic preparation, college access, early success in college, and on-time and extended-time college graduation rates.\"}]","College Equity Report 2019 | PDF",1792051272,68]