David H. Pyle, Jr. Chair, Education Department & FYE

Education “Doctors Bury Their Mistakes and Teachers Send Theirs to Prison: Students, Teachers and Professors in Transition” A glance into Conroe ISD & Lone Star Student Data, and demography, as we ponder the higher education implications for teaching and learning.

Conroe ISD Data AEIS ( ) TAPR ( ) Ethnic DistributionEth. Distribution AA-5.9%AA-6.3% His-32.0%His-35.0% Wh-55.6%Wh-51.7% Asn-3.1%Asn-3.6%

Conroe ISD Data Economically Disadvantaged AA-6.04%AA-6.3% His-24.14%His-35.0%Wh-0.5% Asn-3.0%Asn-0.2%

Conroe ISD Data LEP 12.2%ELL-13.2% At-Risk 31.9%33.4%

Graduates Class of 2010Class of 2014 AA-6.0%6.2% His-24.14%28.7% Wh-62.9%58.2% Am. In-0.5%0.5% Asn-3.0%3.6% Two or more races 3.4%2.6% Conroe ISD Graduation Data

Graduation Type Minimum Plan 17.2%8.4% Recommended 82.8%89.0% Special Ed. 7.3% 7.5%

Conroe ISD Teachers-Demographics AA-3.5%6.3% His-9.4%35.0% Wh-84.7%51.7% Amer Ind-0.9%0.5% Asn---0.9%0.2% Two or more—1.3%2.6%

Research Findings First Generation College Student Research, Typically broken up into three distinct groups.

Group #1 First Generation College Students The weight of evidence from research indicates that, compared to their peers, first-generation college students tend to be at a distinct disadvantage with respect to basic knowledge about postsecondary education (e.g., costs and application process), level of family income and support, educational degree expectations and plans, and academic preparation in high school.

Group #2 First Generation College Students The evidence is reasonably clear that first- generation students as a group have a more difficult transition from secondary school to college than their peers. Not only do first-generation students confront all the anxieties, dislocations, and difficulties of any college student, their experiences often involve substantial cultural as well as social and academic transitions.

Group #3 First Generation College Students Compared to students whose parents are college graduates, first generation students are more likely to leave a four-year institution at the end of the first year, less likely to remain enrolled in a four-year institution or be on a persistence track to a bachelor’s degree after three years, and are less likely to stay enrolled or attain a bachelor’s degree after five year difference in the early career earnings of first-generation graduates and their peers.

1.With all of this data, what are the implications for us as professors and leaders at the community college level? 2. How does this change the level of engagement in your individual classrooms or does it? Guiding Questions for Discussion