A qualitative study of minority students in their senior year and teacher education courses (Hobson-Horton & Owens, 2004) indicated the need to provide student support. This support was provided in the form of counseling, provision of monetary support, or exchange of course materials needed for instruction. In a longitudinal, qualitative study conducted by Chang, et. al (2014), factors influencing persistence of underrepresented racial minority (URM) students in STEM majors were assessed. The findings supported the need for initial activities that facilitated proficiency. Such activities had greater and more lasting effects when they were reinforced with interventions in higher education that ensured student achievement. Similarly, increased guidance for passing scores on assessments related to exam content and preparation was expected to reduce the racial gap in science achievement (Chang, et