The E3 Alliance Education Profile is the most comprehensive regional view of education trends and outcomes in Texas. It provides a wide range of actionable and relevant data for Texas and connects the dots between student achievement and economic prosperity for our communities.

Demographics
School Success
Postsecondary Success
School To Work
Postsecondary Persistence: Central Texas & Houston

Postsecondary Persistence data for
Central Texas & Houston.

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Postsecondary Persistence

Persistence rates measure how many higher education enrollees return for a second year of postsecondary studies. Tracking persistence rates allows for the identification of patterns in student population persistence to better support students who are unable to continue their studies.

About this data:

E3 Alliance relies primarily on data from the University of Texas Education Research Center (ERC). This data allows for a longitudinal understanding of postsecondary enrollment, persistence, and completion, based on where and when a student graduates from high school. This data pertains to graduates from within the state of Texas who enroll in Texas postsecondary institutions within one year of graduating from high school.

Following are items to note:

The year of the data represents the year of high school graduation. Measuring persistence requires two years to elapse (one year to enroll, and one year to return). The data below shows the 2021 postsecondary persistence status of the class of 2019.

82%

8,897 / 10,787

Central Texas

Postsecondary Persistence Rate

80%

33,099 / 41,253

Houston

Postsecondary Persistence Rate

Texas Persistence Rates Stable for Past Ten Years

While postsecondary enrollment rates have been decreasing over the past ten years for Texas, the same trend is not found for Texas high school graduates’ postsecondary persistence in Texas institutions, where rates have remained stable.

In Texas overall, 8 out of 10 students who enroll within one year of graduating high school persist for a second year in postsecondary education.

See how the trend in your region compares to the state at large by using the comparison feature.

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Disparities Exist in Postsecondary Persistence by Household Income

Household income disparities in postsecondary persistence exist for Texas students who enroll within one year of graduating high school.

For the Texas class of 2019, 71% of students from low-income households persisted into their second year of postsecondary education, while 85% of students from non-low-income households persisted.

Compare your region to the state by using the comparison feature. Are there greater or lesser disparities in your region?

Disparities in Persistence by Household Income Have Been Reduced Since 2012 but Progress is Stalling

Disparities in postsecondary education persistence rates continue for Texas students from low-income households who enroll within one year of graduating high school as compared to those from non-low-income households. Despite gains in persistence rates since 2012, this disparity remains.

For the class of 2009, there was a 10 percentage point disparity between students from low-income and non-low-income households. For the class of 2019, that disparity has increased to a 14 percentage point disparity between students from low-income and non-low-income households.

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Postsecondary Persistence Varies by Race

Persistence rates in Texas postsecondary institutions show racial disparities that point to the need for systemic change around opportunities, access, and support.

Look at disparities in persistence in your region by using the comparison feature. Are disparities larger or smaller in your region as compared to the state?

Disparities in Postsecondary Persistence by Race Continue Over Time

In Texas, among those who enrolled within one-year of graduating high school, postsecondary institutions are seeing changing persistence rates into the second year. While some similarities exist in the trends across groups, the disparity has remained.

Use the comparison feature to look at trends in your region by race over the past 10 years, as compared to the state. How have disparities increased or decreased in your region?

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Digging Deeper: Income, Gender, and Race Play a Role in Postsecondary Persistence Rates

Reviewing the latest persistence data by student groups based on their gender, income, and race allows us to take a closer look at which students are being underserved by education systems.

In Texas for the class of 2019, postsecondary institutions' second year persistence rates of Asian females from non-low-income households are the highest (>95%) and their persistence rates of Black males from low-income households are the lowest (66%).

For nearly all racial groups, females from non-low-income households are persisting at the highest rates, followed by males from non-low-income households, then females from low-income households, and males from low-income households.

These gender, income, and race disparities point to the need for education systems change.

Postsecondary Persistence Rates, 2019

Compare your District and Campuses to Others Using the Scatterplots Below

Use the first scatterplot below to compare your district to other districts in the region. You can use toggles and selections to look at specific demographic groups, and bright-spot districts. You can also toggle on size indicators and charter districts.

Use the second scatterplot below to compare campuses in your district to other campuses in the region. You can use toggles and selections to look at specific demographic groups, and bright-spot campuses. You can also toggle on size indicators and charter schools within your district.

Gauging your district against your peers can help you benchmark your performance against other similar districts and campuses. You may be surprised to see which districts and campuses perform well for specific demographic groups.

Target Name: Central Texas | Target: CTX

Economic Status

Ethnicity

Gender

Target Name: Central Texas | Target: CTX

Economic Status

Ethnicity

Gender

The conclusions of this research do not necessarily reflect the opinions or official position of the Texas Education Agency, the Texas Higher Education Coordinating Board, or the State of Texas.