Browsing by Subject "Community Colleges"
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Item Differences in Persistence and Graduation Rates of Black Students in Texas Community Colleges: A Multiyear, Statewide Study(2017-03-15) Moss, Sheldon; Slate, John R; Harris, Anthony J.; Lunenburg, Frederick C.Purpose The purpose of this journal-ready dissertation was to examine the 1-year and 2-year persistence rates of Black students in Texas community colleges for the 2007-2008 through the 2014-2015 academic years. Specifically, the relationship of the 1-year and 2-year persistence rates for Black students as a function of their institutional status (i.e., staying or transferring) was analyzed. In addition, the graduation rates of Black and White students in Texas community colleges for the 2007-2008 through the 2015-2016 academic years were examined. The multiple academic years analyzed permitted a determination to the extent to which trends were present in 1-year persistence rates and 2-year persistence rates of Black students, and graduation rates of Black and White students in Texas community colleges. Method A causal-comparative research design was used for this study. Archival data from the Texas Higher Education Board Interactive Accountability System were downloaded and analyzed in each of the three empirical studies in this journal-ready dissertation. Specifically, archival data were obtained for the 2007-2008 through the 2014-2015 academic years for the 1-year persistence rates and for the 2007-2008 through the 2013-2014 academic years for the 2-year persistence rates of Black students in Texas community colleges. Graduation rate data for both Black and White students in Texas community colleges were obtained for the 2007-2008 through the 2015-2016 academic years. Findings Statistically significant differences were present in 4 of the 8 academic years for Black students’ 1-year persistence rates. Black students who stayed at the same community college had higher 1-year persistence rates than Black students who transferred to a different Texas community college. No statistically significant differences were present for Black students’ 2-year persistence rates. The 2-year persistence rates were very low for both Black students who stayed and for Black students who transferred to a different community college. Statistically significant differences were revealed in all 9 academic years between the graduation rates of Black and White students. White students had higher graduation rates than Black students in all 9 academic years. Implications for policy and recommendations for research were provided.Item Ethnic/Racial Diversity of First-Time in College Undergraduate Student Enrollment at Texas Community Colleges: A Multiyear, Statewide Investigation(2017-06-26) Lebron, Juan Carlos; Slate, John R.Purpose The purpose of this journal-ready dissertation was to examine the degree to which changes had occurred in the ethnic/racial diversity of first-time in college students who were enrolled full-time in Texas community colleges. Specifically, the ethnic/racial diversity changes (i.e., Asian, White, Hispanic, and Black) of first-time in college full-time students who were enrolled in Texas community colleges in the 1999-2000 academic year through the 2014-2015 academic year were analyzed. The degree to which differences were present in the enrollment percentages of Asian, White, Hispanic and Black first-time in college full-time students who were enrolled in Texas community colleges between the 1999-2000 and the 2014-2015 academic years was examined. The extent to which changes had occurred in the ethnic/racial diversity of first-time in college students who were enrolled part-time in Texas community colleges was examined. The degree to which differences existed in the enrollment percentages of Asian, White, Hispanic, and Black first-time in college part-time students who were enrolled in Texas community colleges between the 1999-2000 and the 2014-2015 academic years was analyzed. An analysis of the trends present in the ethnic/racial diversity (i.e., Asian, White, Hispanic, and Black) of first-time in college full-time and part-time students who were enrolled in Texas community colleges during the 1999-2000 through the 2014-2015 academic years was included in these three investigations. Method A causal-comparative research design was used for this study. Archival data from the Texas Higher Education Coordinating Board Interactive Accountability System were downloaded and analyzed for the 1999-2000 through the 2014-2015 academic years. Findings Inferential statistical analyses revealed that over this time period, the percentage of Hispanic first-time in college full-time and part-time Texas community college students statistically significantly increased, whereas the percentage of White first-time in college full-time and part-time students statistically significantly decreased. No changes were noted with respect to either Black or Asian first-time in college full-time and part-time college students during this time period. Statistically significant increases were also present with respect to the percentage of Hispanic students (regardless of enrollment status) who were enrolled in Texas community colleges during this time period.