Closing graduation gap could benefit all students

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Two recent reports released by Washington, D.C.-based organization The Education Trust place MSU in the top 25 of public universities with the greatest differences between the graduation rates of white and Hispanic or black students.

MSU was fourth on the “Largest White-Hispanic Gaps Among Public Colleges and Universities” list, with a gap of a little more than 21 percent. It was 23rd on “The 25 Public Colleges and Universities With the Largest White-Black Graduation-Rate Gaps” list, with a gap of nearly 23 percent.

For a little perspective, the report lists the graduation rate of white students at about 78 percent, with Hispanics and blacks at about 57 and 56 percent, respectively. What the report does not indicate, and what Kent Cassella, director of media communications at MSU, correctly points out in a Lansing State Journal article, is that all those rates are above the national average.

It might not be the rosiest picture ever, but it isn’t the worst either. But, as Cassella also points out, the gap requires “an issue that requires constant attention.” Hopefully by attention, he means “action.” The university is here for all students and should make the effort to ensure all students graduate at the same rate. MSU can only do so much, true. But it shouldn’t rest on its laurels. The question is what to do and how to do it.

In the LSJ’s article, MSU student Gabriela Alcazar says part of the problem is the Michigan Civil Rights Initiative, also known as Proposal 2. The effect of the initiative, which passed in 2006, was the elimination of preferential treatment based on race or sex in public education and government. In other words, it is illegal to have services or programs that target individuals based solely on those attributes.

Programs that sought to help students impacted by economic circumstances would be appropriate and legal. The point is not to do an end-around of the rules, but to recognize that the minority groups in question also suffer disproportionately from economic disparities.
This approach also takes into consideration classes across all barriers, an approach recommended by the Michigan Civil Rights Commission in its assessment of the impacts of Proposal 2.

Although this first method would seek to offer the same services invalidated by Proposal 2 for different sectors of both minority and majority groups, a second, more direct approach to race also is necessary. That is, it is important to be able to interact with people of the same race.

Just because MSU cannot target certain populations, that doesn’t mean it should ignore them. Offering counseling or mentoring that addresses the concerns of groups is crucial. Understanding the issues that affect the student body should always be a priority for university officials.

In the end, the impact of MSU increasing its graduation rates should be positive for everyone. As the university comes to understand what it can and cannot do, legally and otherwise, students will benefit from a university structure built around not only finding the best ways for getting students in, but getting them out as well.

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