德克萨斯州四年制大学非裔美国学生毕业率和坚持率的差异

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

American Journal of Education Pub Date : 2020-08-06 DOI:10.30958/aje.7-4-2

Jerrell Sherman, J. Slate

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引用次数: 1

摘要

在这项研究中，研究了2003-2004学年、2009-2010学年和2014-2015学年得克萨斯州四年制大学非裔美国学生的毕业率和留校率。特别令人感兴趣的是，从2003-2004年到2014-2015年，得克萨斯州非裔美国学生的毕业率和留校率在11年的时间里是否发生了变化。推断统计分析没有显示在调查的11年时间段内，非裔美国学生的1年毕业率和留校率存在任何统计学上的显著差异。在这11年的时间里，1年的毕业率和持续率是稳定的，仅在53%至56%之间。会上提到了对政策和实践的建议，以及对未来研究的建议。

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Differences in Graduation and Persistence Rates over Time for African-American Students at Texas 4-Year Universities

In this study, the graduation and persistence rates of African-American students at Texas 4-year universities were examined for the 2003-2004 academic year, the 2009-2010 academic year, and the 2014-2015 academic year. Of specific interest was whether the graduation and persistence rates for African-American students changed over an 11-year time period in Texas, from 2003-2004 to 2014-2015. Inferential statistical analyses did not reveal the presence of any statistically significant differences in the 1-year graduation and persistence rates of African-American students over the 11-year time period that were investigated. The 1-year graduation and persistence rates were stable, ranging only from 53% to 56%, over this 11-year time period. Suggestions for policy and for practice, as well as recommendations for future research, were mentioned.

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来源期刊

American Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

4.00%

发文量

期刊介绍： Founded as School Review in 1893, the American Journal of Education acquired its present name in November 1979. The Journal seeks to bridge and integrate the intellectual, methodological, and substantive diversity of educational scholarship, and to encourage a vigorous dialogue between educational scholars and practitioners. To achieve that goal, papers are published that present research, theoretical statements, philosophical arguments, critical syntheses of a field of educational inquiry, and integrations of educational scholarship, policy, and practice.