Theses and Dissertations
Permanent URI for this communityhttps://hdl.handle.net/20.500.11875/5
Browse
Browsing Theses and Dissertations by Subject "1-year persistence rates"
Now showing 1 - 2 of 2
- Results Per Page
- Sort Options
Item Differences in 1-Year Persistence Rates by the Institutional Status of Black and Hispanic Students at Texas 4-Year Universities: A Multiyear, Statewide Investigation(2018-02-12) Ballinger, Richard; Slate, John R.Purpose The purposes of this journal-ready dissertation were threefold. The first purpose was to determine the degree to which 1-year persistence rates differed as a function of the institutional status (i.e., stayed or transferred) of students enrolled at Texas 4-year public universities in the 1999-2000 through the 2013-2014 academic years. The second purpose was to analyze the degree to which differences existed in the 1-year persistence rates by the institutional status (i.e., stayed at the same Texas 4-year public university or transferred to a different Texas 4-year public university) of Black students enrolled in the 1999-2000 through the 2013-2014 academic years. The third purpose was to examine 1-year persistence rates by the institutional status of Hispanic students enrolled in Texas 4-year public universities in the 1999-2000 through the 2013-2014 academic years. Through analyzing multiple years of data for each of the thirty-eight Texas 4-year public universities, any trends that were present in the 1-year persistence rates by student institutional status at Texas 4-year public universities were determined. Method In this multiyear, statewide investigation, 15 years of archival data from the Texas Higher Education Coordinating Board Interactive Accountability System were downloaded and analyzed for each of the three studies in this journal ready dissertation. Specifically, archival data were obtained for the 1-year persistence rates of students enrolled in one of the 38, 4-year Texas public universities in the 1999-2000 through the 2013-2014 academic years. Findings Inferential statistical analyses revealed the presence of statistically significant differences, with large effect sizes, for 100% of the analyses. All Texas undergraduate students, Black students, and Hispanic students who stayed at the same Texas 4-year public university were 42% to 51%, 35% to 49%, and 40% to 50% more likely to persist, respectively, than their peers who transferred to a different Texas 4-year public university in the 1999-2000 through the 2013-2014 academic years. Additionally, the 1-year persistence rates of these students at Texas 4-year public universities did not change at a statistically significant level over the 15 years of analyzed data. Implications for policy and for practice, as well as recommendations for future research, were discussed.Item DIFFERENCES IN PERSISTENCE AND GRADUATION RATES BY THE INSTITUTIONAL STATUS OF INTERNATIONAL STUDENTS IN TEXAS COMMUNITY COLLEGES: A MULTIYEAR, STATEWIDE STUDY(2018-10-03) Alsakran, Rami I.; Slate, John R.Purpose The first purpose of this journal-ready dissertation was to determine the degree to which 1-year persistence rates differed by the institutional status (i.e., stayed or transferred) of International students who were enrolled in Texas community colleges in 15 academic years (i.e., 1999-2000 through 2013-2014). The second purpose was to determine the extent to which 2-year persistence rates differed by the institutional status of International students who were enrolled in Texas community colleges in 14 academic years (i.e., 1999-2000 through 2012-2013). The third purpose was to determine the degree to which graduation rates differed between International and White students who were enrolled in Texas community colleges in 12 academic years (i.e., 2003-2004 through 2014-2015). The final purpose was to identify trends, if any, that were present across these academic years. Method A non-experimental causal-comparative research design was used for this journal-ready dissertation. Archival data were obtained from the Texas Higher Education Coordinating Board Interactive Accountability System and were analyzed herein. For the first study, the 1-year persistence rates of International students were analyzed for 15 academic years (i.e., 1999-2000 through 2013-2014). For the second study, the 2-year persistence rates of International students were examined for 14 academic years (i.e., 1999-2000 through 2012-2013). For the third study, graduation rates of International and White students were compared for 12 academic years (i.e., 2003-2004 through 2014-2015). Findings In all academic years, the 1-year persistence rates of International students who stayed at the same Texas community college were statistically significantly higher, at least 10 times higher, than the 1-year persistence rates of International students who transferred to a different Texas community college. These differences in the 1-year persistence rates all represented very large effect sizes. Similarly, the 2-year persistence rates of International students who stayed were statistically significantly higher, at least two times higher, than the 2-year persistence rates of International students who transferred. These differences in the 2-year persistence rates represented large and medium effect sizes. Finally, International students had statistically significantly lower graduation rates, with large to moderate effect sizes, than White students in all academic years.