Data and Code for: What Can Historically Black Colleges and Universities Teach about Improving Higher Education Outcomes for Black Students?

Principal Investigator(s): View help for Principal Investigator(s) Gregory Price, University of New Orleans; Angelino Viceisza, Spelman College

Version: View help for Version V1

Name	File Type	Size	Last Modified
Price_Viceisza_JEP_LICENSE_May2023.docx	application/vnd.openxmlformats-officedocument.wordprocessingml.document	21.7 KB	05/20/2023 09:41:AM
Price_Viceisza_JEP_Mar2023.xlsx	application/vnd.openxmlformats-officedocument.spreadsheetml.sheet	30.1 MB	05/31/2023 02:29:PM
README_Price_Viceisza_JEP_May2023.pdf	application/pdf	253.9 KB	05/20/2023 08:11:AM

Project Citation:

Price, Gregory, and Viceisza, Angelino. Data and Code for: What Can Historically Black Colleges and Universities Teach about Improving Higher Education Outcomes for Black Students? Nashville, TN: American Economic Association [publisher], 2023. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2023-07-31. https://doi.org/10.3886/E188461V1

Project Description

Summary: Historically Black colleges and universities are institutions that were established prior to 1964 with the principal mission of educating Black Americans. In this essay, we focus on two main issues. We start by examining how Black College graduates perform across HBCUs and non-HBCUs by looking at a relatively broad range of outcomes, including college completion, graduate school application, job satisfaction, social mobility, civic engagement, and health. HBCUs punch significantly above their weight, especially considering their significant lack of resources. We then turn to the potential causes of these differences and provide a glimpse into the “secret sauce” of HBCUs. We conclude with potential implications for HBCU and non-HBCU policy.

Scope of Project

Subject Terms: Historically Black Colleges and Universities; Higher Education; Race and Ethnicity; College Outcomes; Post-College Outcomes; Black Students; Minority-Serving Institutions

JEL Classification:
      I21 Analysis of Education
      J01 Labor Economics: General
      J15 Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
      Z13 Economic Sociology; Economic Anthropology; Language; Social and Economic Stratification

Geographic Coverage: United States of America

Time Period(s): 1/1/1993 – 12/31/2021

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Published Versions

V1 [2023-07-31]

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DDI 2.5

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