Differences in Graduation and Persistence Rates at Texas Community Colleges as a Function of Developmental Education Enrollment

1
John Slate
John Slate
2
Weena McKenzi
Weena McKenzi
3
John R. Slate
John R. Slate
1 Sam Houston State University
3 Cleveland ISD, Sam Houston State University

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Examined in this study were differences in graduation and persistence rates at Texas community colleges as a function of developmental education enrollment. Developmental Education Accountability Measures Data were downloaded from the Texas Higher Education Coordinating Board from Texas community colleges for the 2014 and 2015 academic years. Revealed by inferential statistical procedures were that students who required developmental education had statistically significantly lower graduation and persistence rates than students who did not require developmental education in both the 2014 and 2015 academic years. Implications of the findings are discussed and suggestions for future research are given.

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No external funding was declared for this work.

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The authors declare no conflict of interest.

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No ethics committee approval was required for this article type.

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Not applicable for this article.

John Slate. 2017. \u201cDifferences in Graduation and Persistence Rates at Texas Community Colleges as a Function of Developmental Education Enrollment\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 17 (GJHSS Volume 17 Issue G5): .

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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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GJHSS-G Classification: FOR Code: 139999
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July 10, 2017

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English

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Examined in this study were differences in graduation and persistence rates at Texas community colleges as a function of developmental education enrollment. Developmental Education Accountability Measures Data were downloaded from the Texas Higher Education Coordinating Board from Texas community colleges for the 2014 and 2015 academic years. Revealed by inferential statistical procedures were that students who required developmental education had statistically significantly lower graduation and persistence rates than students who did not require developmental education in both the 2014 and 2015 academic years. Implications of the findings are discussed and suggestions for future research are given.

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Differences in Graduation and Persistence Rates at Texas Community Colleges as a Function of Developmental Education Enrollment

Weena McKenzi
Weena McKenzi
John R. Slate
John R. Slate Cleveland ISD, Sam Houston State University

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