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Differences in Rates of First-Time i...

McLendon, Alisa M.,

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Differences in Rates of First-Time in College Students Who Did Not Persist or Graduate by Their Ethnicity/Race and Enrollment Status in Texas Community Colleges: A Multiyear, Statewide Study /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Differences in Rates of First-Time in College Students Who Did Not Persist or Graduate by Their Ethnicity/Race and Enrollment Status in Texas Community Colleges: A Multiyear, Statewide Study // Alisa M McLendon.
作者:	McLendon, Alisa M.,
面頁冊數:	1 electronic resource (216 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
標題:	Community college education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29605473
ISBN:	9798845406293

Differences in Rates of First-Time in College Students Who Did Not Persist or Graduate by Their Ethnicity/Race and Enrollment Status in Texas Community Colleges: A Multiyear, Statewide Study /
McLendon, Alisa M.,

Differences in Rates of First-Time in College Students Who Did Not Persist or Graduate by Their Ethnicity/Race and Enrollment Status in Texas Community Colleges: A Multiyear, Statewide Study /Alisa M McLendon. - 1 electronic resource (216 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

The purpose of this journal-ready dissertation was to determine the degree to which the rates of students who did not persist or graduate had changed from the 2014-2015 academic year through the 2019-2020 academic year for first-time in college students by their ethnicity/race (i.e., Hispanic, Black, White, and Asian) and enrollment status (i.e., full-time and part-time) in Texas community colleges. Any trends that were present in the rates of students who did not persist or graduate of Texas community college students by their ethnicity/race and enrollment status were determined. METHODA non-experimental causal-comparative research design was used (Johnson & Christensen, 2020) in this journal-ready dissertation. Archival data from the Texas Higher Education Coordinating Board Interactive Accountability System were obtained and analyzed for six academic years by student enrollment status and ethnicity/race. The Texas Higher Education Coordinating Board links student ethnicity/race and enrollment status with the academic year and first-time in college status; therefore, parametric paired samples t-tests were calculated. FINDINGSStatistically significant increases were documented in the rates of Hispanic and Black first-time in college students who did not persist or graduate in Texas community colleges over six academic years. The rates of Hispanic and Black first-time in college students with full-time enrollment status who did not persist or graduate were 43% and 49%, respectively. The rates of Hispanic and Black first-time in college students with part-time enrollment status fluctuated at 30% and 50%, respectively. Hispanic and Black first-time in college students did not persist or graduate at about 40% and 50%, respectively, regardless of their enrollment status. The rates of White and Asian first-time in college students with full-time enrollment status who did not persist or graduate were 33% and 26%, respectively. The rates of White and Asian first-time in college students with part-time enrollment status varied at 47% and 28%, respectively. White and Asian first-time in college students did not persist or graduate at about 40% and 27%, respectively, regardless of their enrollment status. Overall, the rates of Hispanic, Black, White, and Asian students were highest in the 2019-2020 academic year at 41.35%, 52.43%, 42.13%, 27.92%, respectively.

English

ISBN: 9798845406293Subjects--Topical Terms:

2122836
Community college education.
Subjects--Index Terms:

First-time in college students

Differences in Rates of First-Time in College Students Who Did Not Persist or Graduate by Their Ethnicity/Race and Enrollment Status in Texas Community Colleges: A Multiyear, Statewide Study /
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