University Race/Ethnicity Equity
Chad E. Brassil, Faculty Director of Undergraduate Analytics
February 2021
The traditional metrics for an undergraduate major examines students that graduate and don’t graduate based on their last declared major. Students are only counted once, because the objective of the data base is to count student totals. This analysis differs in two ways.
Touches
The objective of this analysis is to examine student success from the perspective of a major. A major has responsibility for the success if that student declares that major, even if that student subsequently changes majors. In other words, programs are responsible for any student that touches that major. Consequently, a student that changes majors will be counted multiple times within this analysis, which is appropriate because this analysis is at the level of the major, and not the individual or institution.
Transitions
In addition, a new transition category is included in this analysis. Transition refers to those students that declare a major, and subsequently graduate with a different major. From a student and institutional standpoint, transition students are successful outcomes. Majors with high transition rates, while not graduating students with that major, are successfully transitioning students to a different major in which they do graduate, which is a better outcome than having students never graduate with a degree.
Analysis Details
This is a lagging analysis, following students that began in 2012-2013, 2013-2014, 2014-2015. A cohort includes first time freshman and transfer students that begin in a given year, with students starting in the summer counted toward the next fall. Graduation is considered up to current time, i.e. Inter-college major codes are placed back into their major. Students in non-degree programs and pre-major programs and undeclared are not counted as touching a major until they declare a degree granting major. Primary and secondary majors are all counted equally. The top 60 majors in terms of total touches are included.
First, we examine student success regardless of major. Only students who declare a major are included so that the data is comparable to the per major analysis that follows. Here, each student is only included once because the purpose is to understand the institution as a whole.
Below is the fraction of student who declare a major and do not graduate with a degree, disaggreated by race/ethnicity as categorized by U.S. Department of Education groups.
Gray rectangles are 95% credible intervals. The credible intervals for the categories of “Unknown race and ethnicity” and “Asian” overlap with “White”. The credible intervals for the four highest rates of not graduating, do not overlap with “White”. That is the basis for combining “American Indian or Alaska Native”, “Black or African American”, “Hispanic”, and “Two or more races” into an “underrepresented” group and all remaining categories into a “represented” group. In other words, the first four categories are underrepresented in terms of their rate of graduation as compared to the representation of the remaining categories.
The reason to combine these four categories into an underrepresented grouping is that a larger combined group has greater statistical power to detect differences when compared to the represented group. Each group is borrowing power with each other.
Gap is the difference between Underrepresented Students and Represented Students in that fraction of students that declared a major and subsequently did not graduate.
Lost translates that into student numbers. It is the number of underrepresented students that did not graduate in excess of the expectation had the percent matched that of represented students.
| Equity in Graduation for Race/Ethnicity | |||||||||
|---|---|---|---|---|---|---|---|---|---|
| Percent that Did Not Graduate | |||||||||
| Gap | 95% CI2 | Lost | Underrepresented1 | Represented | |||||
| Fraction | Number | Declared | Fraction | Number | Declared | ||||
| All UNL | 13.3 | (10.9, 15.8) | 230 | 40.5% | 699 | 1725 | 27.2% | 3797 | 13967 |
|
1
Includes American Indian or Alaska Native, Black or African American, Hispanic, and Two or More Races
2
Gap's 95% credible intervals
|
|||||||||
Intersectionality
Diversity within underrepresented students
Diversity within represented students. Note, the shading scale is the same as the above underepresented figure.
To Do: APLU
Not Graduating
Majors ordered by the difference between Underrepresented Students and Represented Students in that fraction of students that at one point declared that major and subsequently did not graduate, labeled below as Gap.
Lost translates that into student numbers. It is the number of underrepresented students that did not graduate in excess of the expectation had the percent matched that of represented students. This combines enrollment information with gap information, highlighting the potential for leverage to affect numbers of students.
The table includes the number of students that did not graduate and the total number of declared students. This can be used to identify programs which would benefit from a review.
| Equity in Graduation for Race/Ethnicity | |||||||||
|---|---|---|---|---|---|---|---|---|---|
| Percent that Did Not Graduate | |||||||||
| Gap | 95% CI2 | Lost | Underrepresented1 | Represented | |||||
| Fraction | Number | Declared | Fraction | Number | Declared | ||||
| AECN | 58 | 
|
2.3 | 75% | 3 | 4 | 17% | 32 | 188 |
| AE | 40 | 
|
6.4 | 75% | 12 | 16 | 35% | 54 | 155 |
| JOUR | 27 | 
|
14.1 | 49% | 26 | 53 | 22% | 75 | 335 |
| COMP | 27 | 
|
15.9 | 62% | 37 | 60 | 35% | 171 | 487 |
| HIST | 26 | 
|
7.1 | 56% | 15 | 27 | 29% | 65 | 223 |
| FWL | 25 | 
|
5.7 | 52% | 12 | 23 | 28% | 56 | 203 |
| CENG | 22 | 
|
7.6 | 60% | 21 | 35 | 38% | 136 | 354 |
| MATH | 19 | 
|
6.7 | 36% | 13 | 36 | 18% | 48 | 273 |
| BSAD | 17 | 
|
31.7 | 43% | 79 | 183 | 26% | 400 | 1548 |
| MUED | 16 | 
|
2.3 | 43% | 6 | 14 | 26% | 31 | 117 |
| ASCI | 16 | 
|
5.2 | 38% | 12 | 32 | 21% | 79 | 370 |
| ECON | 15 | 
|
6.6 | 30% | 13 | 43 | 15% | 62 | 417 |
| CHEM | 15 | 
|
3.4 | 48% | 11 | 23 | 33% | 51 | 154 |
| BRDC | 14 | 
|
6.0 | 40% | 17 | 42 | 26% | 69 | 264 |
| CIVE | 14 | 
|
9.5 | 42% | 29 | 69 | 28% | 132 | 467 |
| ACTS | 14 | 
|
2.3 | 29% | 5 | 17 | 16% | 65 | 414 |
| MUSC | 13 | 
|
2.0 | 40% | 6 | 15 | 27% | 30 | 113 |
| BIOS | 13 | 
|
13.5 | 43% | 44 | 102 | 30% | 215 | 719 |
| FORS | 13 | 
|
4.6 | 57% | 20 | 35 | 44% | 63 | 143 |
| MECH | 12 | 
|
5.9 | 40% | 19 | 48 | 27% | 188 | 687 |
| CHME | 12 | 
|
2.1 | 35% | 6 | 17 | 23% | 67 | 289 |
| SPAN | 11 | 
|
7.1 | 24% | 15 | 62 | 13% | 19 | 149 |
| ENVR | 11 | 
|
1.1 | 40% | 4 | 10 | 29% | 30 | 105 |
| ELEC | 11 | 
|
4.2 | 37% | 14 | 38 | 26% | 74 | 287 |
| PSYC | 11 | 
|
20.1 | 38% | 71 | 187 | 27% | 265 | 973 |
| ENGL | 11 | 
|
5.1 | 31% | 15 | 48 | 21% | 60 | 290 |
| CNST | 10 | 
|
2.9 | 36% | 10 | 28 | 26% | 61 | 239 |
| ADPR | 10 | 
|
10.2 | 25% | 26 | 105 | 15% | 108 | 718 |
| ART | 9 | 
|
4.3 | 44% | 21 | 48 | 35% | 86 | 247 |
| MRKT | 9 | 
|
7.3 | 29% | 24 | 84 | 20% | 147 | 739 |
| ABUS | 8 | 
|
0.7 | 25% | 2 | 8 | 17% | 57 | 344 |
| ACCG | 8 | 
|
4.9 | 25% | 15 | 59 | 17% | 128 | 746 |
| ATHT | 8 | 
|
2.4 | 45% | 14 | 31 | 38% | 87 | 232 |
| ELED | 7 | 
|
2.2 | 10% | 3 | 29 | 3% | 8 | 279 |
| NEHS | 7 | 
|
4.2 | 41% | 25 | 61 | 34% | 210 | 616 |
| COMM | 6 | 
|
2.3 | 33% | 13 | 39 | 27% | 57 | 208 |
| HRTM | 5 | 
|
1.5 | 29% | 8 | 28 | 23% | 55 | 236 |
| FINA | 5 | 
|
1.9 | 18% | 7 | 40 | 13% | 107 | 834 |
| MNGT | 4 | 
|
2.8 | 20% | 13 | 64 | 16% | 80 | 501 |
| CYFA | 4 | 
|
3.3 | 19% | 15 | 77 | 15% | 47 | 308 |
| NTRS | 3 | 
|
1.0 | 27% | 9 | 33 | 24% | 48 | 198 |
| SCMS | 2 | 
|
0.3 | 15% | 2 | 13 | 13% | 18 | 137 |
| BSE | 2 | 
|
0.5 | 21% | 5 | 24 | 19% | 51 | 272 |
| POLS | 1 | 
|
0.9 | 27% | 18 | 66 | 26% | 87 | 336 |
| SOCI | −0 | 
|
−0.0 | 27% | 13 | 49 | 27% | 34 | 128 |
| ARCS | −0 | 
|
−0.0 | 11% | 3 | 28 | 11% | 15 | 139 |
| BIOC | −1 | 
|
−0.5 | 26% | 11 | 43 | 27% | 93 | 348 |
| TMER | −1 | 
|
−0.3 | 22% | 4 | 18 | 24% | 23 | 97 |
| SPM7 | −2 | 
|
−0.1 | 0% | 0 | 4 | 2% | 2 | 121 |
| SPLP | −2 | 
|
−0.1 | 0% | 0 | 4 | 2% | 3 | 124 |
| VBMS | −3 | 
|
−0.7 | 30% | 6 | 20 | 33% | 32 | 96 |
| PHYS | −4 | 
|
−0.4 | 30% | 3 | 10 | 34% | 39 | 115 |
| ANTH | −5 | 
|
−0.9 | 28% | 5 | 18 | 33% | 27 | 83 |
| MNEI | −5 | 
|
−0.7 | 8% | 1 | 12 | 14% | 13 | 94 |
| GLST | −6 | 
|
−2.5 | 15% | 6 | 41 | 21% | 40 | 192 |
| IBUS | −7 | 
|
−1.8 | 23% | 6 | 26 | 30% | 47 | 156 |
| AGRO | −7 | 
|
−0.5 | 14% | 1 | 7 | 22% | 44 | 204 |
| DIET | −9 | 
|
−2.3 | 15% | 4 | 26 | 24% | 62 | 256 |
| PGAM | −11 | 
|
−0.4 | 25% | 1 | 4 | 36% | 36 | 101 |
| MSYM | −15 | 
|
−0.8 | 0% | 0 | 5 | 15% | 18 | 118 |
|
1
Includes American Indian or Alaska Native, Black or African American, Hispanic, and Two or More Races
2
Gap's 95% credible interval is black line, zero gap is is green bar, UNL-wide gap is red bar, and the calculated gap is black circle
|
|||||||||
If the credible interval, represented by the black line, overlaps with the red bar, there is no statistical support to say that the major is any different from the overall university equity gap. Similarly, overlap with the green bar indicates no statistical support that the results are different from an equity gap of zero. In short, the credible interval illustrates the uncertainty of each equity gap. In many cases, the credible intervals overlap both with zero and with the UNL-wide equity gap because the number of students involved in the estimate is small enough that lots of uncertainty remains. In those cases, a conservative perspective would be to assume the same systemic issues that exist across UNL also exist within that major. The UNL wide estimate of the equity gap had sufficient number of students to clearly differentiate it from zero, and small numbers of students within a major cannot be taken as evidence for the lack of a equity gap that is significant across the institution.
Transitions
Majors that successfully transition students to other majors and subsequently graduate. These majors, potentially, can be used as as models of promoting successful transitions.
| Transitioned | ||||||
|---|---|---|---|---|---|---|
| and Graduated with a Different Major | ||||||
| Underrepresented | Represented | |||||
| Fraction | Number | Declared | Fraction | Number | Declared | |
| VBMS | 55% | 11 | 20 | 32% | 31 | 96 |
| IBUS | 54% | 14 | 26 | 50% | 78 | 156 |
| ABUS | 50% | 4 | 8 | 35% | 119 | 344 |
| SPM7 | 50% | 2 | 4 | 12% | 15 | 121 |
| FINA | 48% | 19 | 40 | 32% | 269 | 834 |
| BSAD | 46% | 85 | 183 | 56% | 874 | 1548 |
| ATHT | 45% | 14 | 31 | 44% | 101 | 232 |
| BIOC | 44% | 19 | 43 | 27% | 95 | 348 |
| AGRO | 43% | 3 | 7 | 12% | 25 | 204 |
| BSE | 42% | 10 | 24 | 26% | 71 | 272 |
| MNEI | 42% | 5 | 12 | 23% | 22 | 94 |
| CHME | 41% | 7 | 17 | 34% | 97 | 289 |
| PHYS | 40% | 4 | 10 | 36% | 41 | 115 |
| ECON | 35% | 15 | 43 | 27% | 114 | 417 |
| CHEM | 35% | 8 | 23 | 42% | 64 | 154 |
| ACCG | 32% | 19 | 59 | 30% | 224 | 746 |
| NEHS | 31% | 19 | 61 | 31% | 193 | 616 |
| DIET | 31% | 8 | 26 | 32% | 82 | 256 |
| SCMS | 31% | 4 | 13 | 18% | 25 | 137 |
| MATH | 31% | 11 | 36 | 21% | 58 | 273 |
| NTRS | 30% | 10 | 33 | 27% | 54 | 198 |
| MRKT | 29% | 24 | 84 | 24% | 180 | 739 |
| TMER | 28% | 5 | 18 | 37% | 36 | 97 |
| MUSC | 27% | 4 | 15 | 25% | 28 | 113 |
| FORS | 26% | 9 | 35 | 27% | 39 | 143 |
| HRTM | 25% | 7 | 28 | 19% | 44 | 236 |
| MECH | 25% | 12 | 48 | 29% | 198 | 687 |
| MNGT | 25% | 16 | 64 | 22% | 111 | 501 |
| BIOS | 24% | 24 | 102 | 28% | 198 | 719 |
| GLST | 22% | 9 | 41 | 24% | 47 | 192 |
| BRDC | 21% | 9 | 42 | 27% | 72 | 264 |
| MUED | 21% | 3 | 14 | 25% | 29 | 117 |
| SPAN | 21% | 13 | 62 | 27% | 40 | 149 |
| JOUR | 21% | 11 | 53 | 42% | 141 | 335 |
| CENG | 20% | 7 | 35 | 28% | 100 | 354 |
| POLS | 20% | 13 | 66 | 18% | 62 | 336 |
| COMM | 18% | 7 | 39 | 24% | 49 | 208 |
| ACTS | 18% | 3 | 17 | 29% | 121 | 414 |
| CIVE | 17% | 12 | 69 | 23% | 109 | 467 |
| ASCI | 16% | 5 | 32 | 15% | 56 | 370 |
| COMP | 15% | 9 | 60 | 22% | 107 | 487 |
| ART | 15% | 7 | 48 | 21% | 52 | 247 |
| ENGL | 15% | 7 | 48 | 14% | 42 | 290 |
| PSYC | 14% | 27 | 187 | 16% | 158 | 973 |
| ELEC | 13% | 5 | 38 | 21% | 60 | 287 |
| AE | 12% | 2 | 16 | 20% | 31 | 155 |
| SOCI | 12% | 6 | 49 | 22% | 28 | 128 |
| ANTH | 11% | 2 | 18 | 16% | 13 | 83 |
| HIST | 11% | 3 | 27 | 17% | 37 | 223 |
| ARCS | 11% | 3 | 28 | 9% | 12 | 139 |
| CYFA | 10% | 8 | 77 | 9% | 27 | 308 |
| ADPR | 9% | 9 | 105 | 13% | 92 | 718 |
| FWL | 4% | 1 | 23 | 15% | 31 | 203 |
| CNST | 4% | 1 | 28 | 4% | 10 | 239 |
| AECN | 0% | 0 | 4 | 11% | 20 | 188 |
| ELED | 0% | 0 | 29 | 4% | 12 | 279 |
| ENVR | 0% | 0 | 10 | 23% | 24 | 105 |
| MSYM | 0% | 0 | 5 | 8% | 10 | 118 |
| PGAM | 0% | 0 | 4 | 20% | 20 | 101 |
| SPLP | 0% | 0 | 4 | 2% | 3 | 124 |
Top destinations to which students transition and graduate. This table can be used to view destinations of successful transitions from each program.
| Successful Transitions | |||||
|---|---|---|---|---|---|
| Top Destinations | |||||
| 1 | 2 | 3 | 4 | 5 | |
| ABUS | AECN (52%) | AGRO (8%) | NA (5%) | ASCI (4%) | ACCG (3%) |
| ACCG | FINA (22%) | MRKT (14%) | BSAD (11%) | MNGT (10%) | ECON (5%) |
| ACTS | FINA (22%) | ACCG (19%) | MATH (8%) | ECON (7%) | SCMS (5%) |
| ADPR | JOUR (9%) | BRDC (8%) | PSYC (8%) | ART (6%) | ENGL (6%) |
| AE | CIVE (39%) | CNST (18%) | MECH (12%) | CHME (9%) | ARCS (6%) |
| AECN | ABUS (24%) | ASCI (24%) | AGRO (19%) | ACCG (5%) | AEDU (5%) |
| AGRO | AECN (19%) | ABUS (13%) | APSC (13%) | AEDU (6%) | ASCI (6%) |
| ANTH | PSYC (12%) | ADPR (6%) | AGRO (6%) | ART (6%) | BIOC (6%) |
| ARCS | ADPR (27%) | IDES (13%) | ACCG (7%) | CIVE (7%) | CNST (7%) |
| ART | ADPR (32%) | GDES (25%) | PSYC (6%) | HIST (5%) | AHCR (3%) |
| ASCI | AEDU (15%) | ABUS (12%) | FWL (12%) | COEA (9%) | APSC (7%) |
| ATHT | NEHS (23%) | PSYC (9%) | CYFA (7%) | BSAD (5%) | MRKT (5%) |
| BIOC | BIOS (17%) | PSYC (13%) | MBIO (6%) | NTRS (4%) | POLS (4%) |
| BIOS | PSYC (18%) | FWL (6%) | NEHS (6%) | NTRS (6%) | MNGT (3%) |
| BRDC | ADPR (44%) | JOUR (19%) | MRKT (6%) | POLS (3%) | PSYC (3%) |
| BSAD | MRKT (17%) | MNGT (16%) | FINA (12%) | ACCG (9%) | ADPR (6%) |
| BSE | BIOC (12%) | MECH (10%) | BIOS (8%) | CHME (3%) | CNST (3%) |
| CENG | COMP (41%) | ELEC (8%) | MATH (7%) | NA (6%) | ACCG (3%) |
| CHEM | BIOC (17%) | CHME (6%) | BIOS (5%) | MATH (5%) | NTRS (5%) |
| CHME | BSE (13%) | MECH (10%) | BIOC (8%) | ACCG (5%) | CIVE (5%) |
| CIVE | CNST (15%) | MECH (11%) | MATH (6%) | ACCG (5%) | BSE (4%) |
| CNST | ECON (21%) | ACCG (14%) | MNGT (14%) | AEDU (7%) | BSAD (7%) |
| COMM | ADPR (23%) | POLS (9%) | ETHN (6%) | PSYC (6%) | ENGL (5%) |
| COMP | MATH (13%) | ECON (7%) | CENG (6%) | FINA (6%) | ACCG (5%) |
| CYFA | CYAF (25%) | ELED (14%) | PSYC (11%) | SOCI (11%) | ADPR (6%) |
| DIET | NEHS (19%) | CYFA (18%) | PSYC (9%) | HRTM (5%) | MRKT (5%) |
| ECON | FINA (19%) | ACCG (14%) | POLS (8%) | MNGT (8%) | MRKT (8%) |
| ELEC | CENG (16%) | NA (10%) | COMP (9%) | MECH (7%) | ACCG (6%) |
| ELED | CYFA (50%) | CYAF (17%) | MRKT (8%) | PSYC (8%) | SPM7 (8%) |
| ENGL | ADPR (13%) | POLS (11%) | PSYC (11%) | BRDC (6%) | ELAT (6%) |
| ENVR | BIOS (14%) | FWL (14%) | ECON (7%) | ENGL (7%) | ENRS (7%) |
| FINA | ACCG (24%) | MRKT (12%) | ECON (10%) | MNGT (10%) | FINI (8%) |
| FORS | PSYC (13%) | ADPR (8%) | BIOS (8%) | AEDU (6%) | BIOC (6%) |
| FWL | ASCI (12%) | AGRO (9%) | AECN (6%) | ART (6%) | ENRS (6%) |
| GLST | POLS (11%) | SPAN (7%) | ENGL (6%) | PSYC (6%) | COMM (4%) |
| HIST | POLS (16%) | SSCI (13%) | ADPR (9%) | SOCI (9%) | CLRS (7%) |
| HRTM | ADPR (17%) | HRTA (10%) | MRKT (9%) | COMM (7%) | CYFA (5%) |
| IBUS | ECON (10%) | FINA (10%) | MRKT (10%) | GLST (9%) | ACCG (8%) |
| JOUR | ADPR (41%) | BRDC (12%) | ENGL (10%) | PSYC (6%) | ART (2%) |
| MATH | COMP (14%) | PSYC (10%) | ACTS (9%) | BIOS (8%) | BIOC (5%) |
| MECH | MSYM (10%) | CIVE (9%) | CNST (7%) | ECON (5%) | FINA (4%) |
| MNEI | ADPR (9%) | FINA (9%) | MNGT (9%) | ABUS (6%) | FINI (6%) |
| MNGT | MNEI (12%) | MRKT (11%) | FINA (7%) | MNHR (7%) | ACCG (6%) |
| MRKT | ADPR (26%) | MNGT (8%) | FINA (8%) | ACCG (7%) | ECON (4%) |
| MSYM | APSC (27%) | AENG (18%) | ABUS (9%) | AECN (9%) | AEDU (9%) |
| MUED | MUSC (30%) | ELED (8%) | EMATH (5%) | PSYC (5%) | SPAN (5%) |
| MUSC | MUED (24%) | ADPR (12%) | ACTS (9%) | BIOS (6%) | ENGL (6%) |
| NEHS | CYFA (12%) | PSYC (12%) | DIET (11%) | NTRS (9%) | BIOS (5%) |
| NTRS | DIET (19%) | NEHS (15%) | CYFA (6%) | MNGT (6%) | PSYC (6%) |
| PGAM | ABUS (10%) | ACCG (10%) | AECN (10%) | BSAD (10%) | MNGT (10%) |
| PHYS | MATH (23%) | COMP (9%) | ELEC (9%) | ENGL (6%) | CIVE (4%) |
| POLS | GLST (10%) | HIST (10%) | ADPR (8%) | ECON (7%) | SPAN (5%) |
| PSYC | ADPR (8%) | CYFA (7%) | ELED (5%) | ENGL (5%) | MNGT (4%) |
| SCMS | MNGT (31%) | MRKT (19%) | ACCG (12%) | HRTM (6%) | MNHR (6%) |
| SOCI | PSYC (19%) | ENVR (11%) | CYFA (8%) | ENGL (8%) | ETHN (8%) |
| SPAN | GLST (10%) | ADPR (8%) | BIOS (8%) | ENGL (8%) | PSYC (8%) |
| SPLP | CYFA (67%) | ACCG (33%) | |||
| SPM7 | ELED (53%) | NA (18%) | CYFA (12%) | ECED (6%) | HIST (6%) |
| TMER | TCOM (19%) | ADPR (16%) | CYFA (9%) | ELED (9%) | PSYC (9%) |
| VBMS | ASCI (21%) | FWL (21%) | BIOS (17%) | ELED (7%) | ADPR (5%) |
Melt
While 6-year graduation rates are our most comprehensive metrics of undergraduate success, fall re-enrollment is a proxy of that information and can be more immediately measured. The term melt refers to students that do not enroll the subequent semester and have not graduated. While some of those students will return after a break, melt can provide year-specific information on the loss of students.
Assuming a “stable stage structure” we can examine retention in a single year.
| UNL Melt by Class | |||
|---|---|---|---|
| Students enrolled in Fall 2014 | |||
| Enrolled | Melt | Percent | |
| Freshmen | 3626 | 791 | 21.8% |
| Sophomore | 2889 | 294 | 10.2% |
| Junior | 4396 | 456 | 10.4% |
| Senior | 5421 | 287 | 5.3% |
| Projected | 40.4% | ||
The product of retention (1-melt) for each class provides the predicted fraction not graduating assuming a “stable class distribution”. This value is not far off the actual rate for declared majors.
Naively, we could look at the gap in one-year retention rate.
| UNL Melt by Race/Ethnicity | ||||
|---|---|---|---|---|
| Students enrolled in Fall 2014 | ||||
| Enrolled | Melt | Percent | gap | |
| underrepresented | 1611 | 266 | 16.5% | 5.9 |
| represented | 14721 | 1562 | 10.6% | |
However, the above calculation fails to account to account for the fact that a student must continue through multiple years of education in a set of structured classed in order to graduate.
| UNL Melt by Race/Ethnicity | |||||||
|---|---|---|---|---|---|---|---|
| Students enrolled in Fall 2014 | |||||||
| Gap | Underrepresented | Represented | |||||
| Percent | Melt | Enrolled | Percent | Melt | Enrolled | ||
| Freshmen | 8.4 | 29.0% | 130 | 449 | 20.6% | 671 | 3264 |
| Sophomore | 6.3 | 15.6% | 48 | 308 | 9.3% | 262 | 2815 |
| Junior | 1.6 | 11.3% | 54 | 477 | 9.8% | 420 | 4301 |
| Senior | 4.1 | 8.7% | 46 | 530 | 4.6% | 260 | 5627 |
| Projected | 13.4 | 51.4% | 38.0% | ||||
| UNL Melt by Race/Ethnicity | ||||||||
|---|---|---|---|---|---|---|---|---|
| Students enrolled in Fall 2019 | ||||||||
| Gap | Lost | Underrepresented | Represented | |||||
| Percent | Melt | Enrolled | Percent | Melt | Enrolled | |||
| Freshmen | 3.8 | 22.1 | 19.3% | 112 | 581 | 15.5% | 526 | 3401 |
| Sophomore | 4.2 | 19.4 | 13.4% | 62 | 464 | 9.2% | 278 | 3026 |
| Junior | 1.8 | 12.5 | 7.7% | 54 | 697 | 5.9% | 286 | 4808 |
| Senior | 1.9 | 14.5 | 5.8% | 44 | 757 | 3.9% | 218 | 5596 |
| Projected | 8.6 | 39.2% | 30.6% | |||||