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It reports higher placement rates for Black and Hispanic students than for White students from fall 2015 to 2019, including large gaps for multi-subject placement. The paper analyzes gateway math completion, first-year persistence, and three-year graduation, finding lower longer-term outcomes for Black students even after accounting for factors like ACT scores, GPA, and income. It concludes with equity-oriented takeaways and additional data resources.",{"@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/corequisite-learning-support-placement-and-outcomes-by-students-race-and-ethnicity-working-paper-3-october-2021/586953/",{"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/corequisite-learning-support-placement-and-outcomes-by-students-race-and-ethnicity-working-paper-3-october-2021/586953.png","ImageObject",300,407,{"name":92,"@type":93},"Sarah ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How do placement rates into learning support differ by race and ethnicity?","Question",{"text":112,"@type":113},"From fall 2015 to 2019, Black and Hispanic first-time freshmen were placed into learning support at higher rates than White students. For example, 85% of Black students were placed into at least one learning support course compared with 66% of Hispanic and 53% of White students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the report say about success in learning support, especially for gateway math?",{"text":117,"@type":113},"Black learning support math students completed college-level math at lower rates than White and Hispanic students from 2015–2019. After accounting for factors such as ACT score, high school GPA, and income, completion rates become comparable, while the report notes more research is needed.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the longer-term outcomes for students placed into learning support?",{"text":121,"@type":113},"Gaps for Black learning support students persist in longer-term outcomes: they persist and graduate at lower rates than Hispanic and White students across learning support placement combinations. 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The system is governed by the Tennessee Board of Regents.  \nThis report is part of Gaining Momentum: Refining Corequisite Learning Support to Boost Student Success in the First Year and Beyond, a TBR project focused on identifying best practices and developing equity-focused data insights about corequisite learning support at community colleges.  \nTBR is grateful to the Education Commission of the States’ Strong Start to Finish network for their support of this project.  \nClick here to learn more about this project.  \nSummary of Findings  \nBlack and Hispanic students were placed into learning support at higher rates than White students .  \nStudents at Tennessee community colleges can be placed into corequisite learning support courses if they do not meet benchmarks for college readiness.  \nFrom fall 2015 to 2019, 85% of Black first-time freshmen students were placed into at least one learning support course. Among Hispanic first-time freshmen, 66% wereplaced into learning support. For White first-time freshmen, 53% were placed into learning support. In other words, the placement rate for Black students was 19 percentage points higher than the placement rate for Hispanic students and 32 points higher than for White students.  \nSome students are placed into learning support for multiple subjects. Black first-time freshmen were placed in learning support for all three subjects at four times the rate of White students.  \nTrends in learning support placement differed by college and region .  \nAt every community college in Tennessee from fall 2015 to 2019, Black and Hispanic students were placed into learning support at higher rates than White students.  \nAcross the state, Black students were placed into learning support at higher rates than White students. For students from Shelby County, which has the highest number of Black students who enroll at Tennessee community colleges, 89% of Black first-time freshmen were placed into learning support for at least one subject (and 56% placed into learning support for all three subjects) . By comparison, 61% of White students in Shelby County placed into learning support for at least one subject, but only 18% placed into all three.  \nBlack learning support students completed gateway math courses at lower rates than White and Hispanic students .  \nFrom 2015-2019, 29% of Black learning support math students completed a college-level math course by the end of their first year. This compared to 43% of Hispanic students and 42% of White students in math learning support.  \nAcademic preparation may account for some of these differences, as ACT math scores and high school GPAs were lower for Black learning support students than for White learning support students. TBR policy that provides special recommendations for students who require learning support in multiple subject areas may also affect Black students’ completion of gateway math.  \nAfter we account for factors such as ACT score, highschool GPA, and income, Black learning support students completed college-level math at comparable rates to Hispanic and White students. However, more research must be done to unpack the relationship between race, learning support placement, and outcomes.  \nGaps","cbCaij1YSHEEl0vM","https://ap.wps.com/l/cbCaij1YSHEEl0vM","pdf",750538,"English","# Summary of Findings\n## Placement into Learning Support\n## Success in Learning Support\n## Gateway Course Enrollment\n## Gateway Course Success\n## A Closer Look at Math\n## First-Year Retention Rates\n## Three-Year Graduation Rates\n## Key Takeaways\n## Additional Resources & Data Appendix","[{\"question\":\"How do placement rates into learning support differ by race and ethnicity?\",\"answer\":\"From fall 2015 to 2019, Black and Hispanic first-time freshmen were placed into learning support at higher rates than White students. For example, 85% of Black students were placed into at least one learning support course compared with 66% of Hispanic and 53% of White students.\"},{\"question\":\"What does the report say about success in learning support, especially for gateway math?\",\"answer\":\"Black learning support math students completed college-level math at lower rates than White and Hispanic students from 2015–2019. After accounting for factors such as ACT score, high school GPA, and income, completion rates become comparable, while the report notes more research is needed.\"},{\"question\":\"What are the longer-term outcomes for students placed into learning support?\",\"answer\":\"Gaps for Black learning support students persist in longer-term outcomes: they persist and graduate at lower rates than Hispanic and White students across learning support placement combinations. From fall 2015 to 2019, fewer than half of Black students returned the following year, and only about one in ten graduated within three years.\"}]","Corequisite Learning Support - Placement and Outcomes by Students’ Race and Ethnicity - Working Paper 3 - October 2021 | PDF",1792060119,48]