Differences in Hispanic Access and Success Rates for Undergraduate Health-Related Studies in Texas Health-Related Institutions - A Multiyear, Statewide Investigation - Call to Examine the Higher Education System

Oct 15, 2026

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Analyzes Hispanic access and success in undergraduate health-related degree programs across Texas higher-education institutions using 13 years of enrollment and graduation data from 2000 to 2012. Findings show no statistically significant increases in the number or percentages of Hispanic students enrolled or in the number or percentages of undergraduate degrees awarded. The results are framed as an urgent prompt to reassess the higher-education system and address persistent underrepresentation in health professions alongside broader disparities in completion and attainment.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Introduction

Hispanic representation in higher education and completion gaps

Healthcare workforce underrepresentation

Texas context and the Closing the Gaps plan

Differences in Hispanic Access and Success Rates for Undergraduate Health-Related Studies in Texas Health-Related Institutions: A Multiyear, Statewide Investigation This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of school administration and K-12 education. Shelley M. Cox George W. Moore John R. Slate Sam Houston State University In this investigation, we analyzed Hispanic student access and success in health-related degrees by examining enrollment and graduation rates over a period of 13 years. Archival data were obtained from the Texas Higher Education Coordinating Board consisting of the number of Hispanic students enrolled and number of degrees awarded in the health-related degrees at Texas health-related institutions for each year beginning with 2000 through 2012. Statistically significant increases were not present in the number or the percentages of Hispanic students enrolled in undergraduate degree programs or for the number or the percentages of undergraduate degrees awarded. The lack of statistically significant increases should serve as a call to examine the higher education system. Introduction The ability to obtain a quality higher education and healthcare remain priorities for Hispanics because increases in this group accounted for more than half of the total population growth between 2000 and 2010 in the United States (U.S. Census Bureau, Department of Commerce, Economics, and Statistics Administration, 2011) . Yet, Hispanics continue to be underrepresented at all levels of higher education with only 12% of the total undergraduate and post baccalaureate student enrollment in 2008 being Hispanic (National Center for Education Statistics [NCES], 2010) . Despite substantial gains in the percentage of American NCPEA Education Leadership Review of Doctoral Research, Vol. 1, No. 1 – March 2014 ISSN: 1532-0723 © 2014 National Council of Professors of Educational Administration This manuscript may not be used commercially or edited. When quoting portions of this text, attribution to the author/s is required. college students who are Hispanic, rising from just 3% in 1976 to 13% in 2010, the percentages have not increased at the same rate of population growth (NCES, 2012a) . According to the Pew Hispanic Center (2009), 28% a bachelor’s degree compared to only 13% of Hispanics of the same age. The population distribution of Hispanics is not equally dispersed throughout the country. According to The U.S. Census Bureau Department of Commerce, Economics, and Statistics Administration (2011) over one half of the Hispanic population resides in just three states: California (28%), Texas (18.7%), and Florida (8.4%) . Among positive higher education outcomes, college completion remains one of the biggest disparities between White and Hispanic students (Fry, 2011) . This lack of completion has the potential for severe economic impact on both a state and national level. In a policy proposal for the group Excelencia in Education, Santiago (2011) warned of a looming crisis caused by the combination of a rapidly expanding population and a lower than average education attainment. In 2005, The National Center for Public Policy and Higher Education predicted a decline in the skill and income of U.S. residents in the next two decades because the least educated groups are becoming the fastest growing segment of the workforce (National Center for Public Policy and Higher Education, 2005) . This decline translates into a loss of tax base and larger financial decreases (Kelly, 2005) . Additionally, Hispanics are under-represented in healthcare professions; a fact linked to health disparities in the minority populations (Cason et al., 2008 ; Grumbach & Mendoza, 2008; Smedley, Butler, & Bristow, 2004) . In 2003, the Institute of Medicine and the Sullivan Commissio

FAQs

What data did the study use to evaluate Hispanic access and success?

It used archival enrollment and graduation data from the Texas Higher Education Coordinating Board, tracking the number of Hispanic students enrolled and degrees awarded in health-related degrees for each year from 2000 through 2012.

What were the main results regarding enrollment and degree awards?

The study found no statistically significant increases in either the number/percentage of Hispanic undergraduate enrollments or the number/percentage of undergraduate degrees awarded over the 13-year period.

Why does the paper argue the findings matter for policy and systems change?

Because persistent lack of statistically significant progress suggests structural issues in higher education, and the documented underrepresentation in both completion and healthcare professions could create severe economic and health-related risks at state and national levels.

Oct 15, 2026

Upload by ahduag