Neural Networks and Rules-based Systems used to Find Rational and Scientific Correlations between being Here and Now with Afterlife Conditions
Neural Networks and Rules-based Systems used to Find Rational and
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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.
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): .
Crossref Journal DOI 10.17406/GJHSS
Print ISSN 0975-587X
e-ISSN 2249-460X
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Total Score: 132
Country: United States
Subject: Global Journal of Human-Social Science - G: Linguistics & Education
Authors: Weena McKenzi, John R. Slate (PhD/Dr. count: 0)
View Count (all-time): 146
Total Views (Real + Logic): 3413
Total Downloads (simulated): 1675
Publish Date: 2017 07, Mon
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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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