Maryland's Public System of Higher Education

The USM in 2010: 

Responding to the Challenges that Lie Ahead

Minority Achievement

Increased minority achievement will be essential in order to meet Maryland's needs for economic growth and a qualified workforce.

As detailed earlier in this plan, within the next decade Maryland faces across-the-board labor shortages that will be particularly acute in information technology, the health sciences, and K-12 education. The breadth of Maryland's citizens must be educated at the highest levels if the State is to ensure continuing economic viability and the highest quality of life for its citizens.

The 1990 Census reveals that minorities compose almost one-third (32%) of Maryland's population. At 25% of the State's population, African Americans are the largest minority group, followed by Asians (4%) and Hispanics (3%).

In Maryland, as is the case nationwide, African Americans' educational attainment and household incomes are lower than whites, and they graduate from high schools and two-year and four-year colleges at lower rates. This is particularly alarming since almost 60% of all job openings in Maryland through the year 2005 will require postsecondary education.

Of the African Americans in Maryland who enroll in public higher education, the majority enter through community colleges. Retention is an ongoing concern. Among first-year students at community colleges, 15% of African American students (as opposed to 24% of all students) transfer to four-year institutions within four years, while 3% (as opposed to 9% of all students) graduate by then. Of African Americans who transferred to four-year institutions, 33% earned baccalaureate degrees within three years (as opposed to 46% of all community college transfer students). In fact, only 40% of African American students who entered Maryland's public four-year institutions in 1992 earned bachelor's degrees by 1998; the figure for all students was 56%.

In 1999, African Americans composed 20% of the graduate enrollment at USM institutions, while whites composed 68%, and foreign students accounted for 13%. That same year, African Americans earned 18% of the master's degrees and 5% of all doctorates awarded by USM institutions. Whites earned 62% of master's and 56% of doctorate degrees, and foreign students earned 11% and 30%, respectively.

In fall 1999, the USM's three Historically Black Institutions (HBIs) enrolled 39% (9,598) of the African-American students attending USM institutions. This figure reflects an enrollment trend that peaked from 1989 to 1994. During this period, Bowie State University experienced a 49% increase, Coppin State College a 45% increase, and University of Maryland Eastern Shore (UMES) a 69% increase.

Unfortunately, at the same time that HBI enrollments soared, Maryland experienced a major recession, and the amount of state general fund support declined sharply. From FY 1990 to FY 1995, the HBIs received only $3.5 million of the $22.3 million that the USM requested for them. These budget deficiencies made it very difficult for the HBIs to increase access and maintain levels of service.

Given the need in the new millennium for a highly educated Maryland populace, it is crucial that minority educational attainment be improved at all levels, both in terms of the State's economic development and the well being of its citizens. No group should be left behind.

Historically, African-Americans have been (and continue to be) the single largest minority group in Maryland. However, in recent years Hispanic and Asian populations have increased significantly, particularly in the Washington suburbs. While far from being homogeneous, these groups tend to be recent immigrants and their numbers have contributed to the growth in ESOL (English for Speakers of Other Languages) students in the public schools. It is imperative that their educational needs be addressed and that the diversity they bring to the State be celebrated and appreciated. In the emerging global economy, they represent a unique and valuable asset to the State's international competitiveness.

USM Response

USM institutions will:

• Increase, through Maryland's K-16 Partnership and other cooperative ventures, programs for minorities that facilitate transitions between high school and college and between baccalaureate programs and graduate/professional programs.
• Increase articulated programs that link USM campuses with community colleges with high minority enrollments. Dual admissions, aligned majors, faculty collaboration, and joint support services will characterize these programs.
• Increase academic programs, academic and student support services, and facilities at the USM's historically black institutions.
• Develop a minority achievement plan that spans baccalaureate and post-baccalaureate levels. (The current USM minority-achievement program targets undergraduate students only.)
• Develop institutionally appropriate diversity education programs.
• Develop recognition programs at USM graduate- and professional-degree granting institutions that increase minority participation.
• Include participation in minority-achievement initiatives in faculty and staff rewards programs.
• Hold themselves accountable for minority achievement through annual reports that will be prepared for discussion before the Board of Regents.