Transfer Rates of Texas Hispanic Community College Students to 4-Year Institutions: Selected Institutional Factors

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The purpose of this non-experimental, quantitative study was to determine how well selected institutional characteristics explain the variance in Hispanic community college students’ transfer rates to 4-year institutions. Due to the rapidly growing Texas Hispanic population, understanding challenges to their educational attainment has become critical. Hispanic community college enrollment in Texas continues to rise, yet these students are not transferring to 4-year institutions at the same rate as other groups. This study analyzed data from the Texas Higher Education Coordinating Board of 50 Texas community colleges to determine how well the independent variables (Hispanic population of each community college campus ... continued below

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Klement, Emily Conrady August 2012.

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  • Klement, Emily Conrady

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The purpose of this non-experimental, quantitative study was to determine how well selected institutional characteristics explain the variance in Hispanic community college students’ transfer rates to 4-year institutions. Due to the rapidly growing Texas Hispanic population, understanding challenges to their educational attainment has become critical. Hispanic community college enrollment in Texas continues to rise, yet these students are not transferring to 4-year institutions at the same rate as other groups. This study analyzed data from the Texas Higher Education Coordinating Board of 50 Texas community colleges to determine how well the independent variables (Hispanic population of each community college campus locale, Hispanic community college student college readiness as indicated by Texas Success Indicator scores, and the percent of Hispanic faculty at each community college) accounted for the variance on the dependent variable (Hispanic community college student transfer rate). Multiple regression was used to determine the magnitude of the relationships between the dependent variable and the combination of all the independent variables. Commonality analysis was then utilized to identify proportions of variance in the dependent variable from combinations of the independent variables. The independent variables together generated a statistically significant regression model on the dependent variable, F(4, 64) = 3.067, p = .023. The R2 coefficient between the independent variables on the dependent variable presented a positive relationship with 17.2% variance. The percent of Hispanic community college faculty was the largest contributor to the variance (62.09%), the strongest factor in accounting for the transfer rates of Hispanic community college students to 4-year universities. Hispanic population of each community college campus locale had the least effect on the dependent variable with a 1.47% variance. The findings of this study support the recent report by the Texas Higher Education Coordinating Board in favor of research and resources for Hispanic educator preparation programs.

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UNT Theses and Dissertations

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  • August 2012

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  • March 4, 2013, 2:02 p.m.

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  • Nov. 16, 2016, 11:54 a.m.

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Klement, Emily Conrady. Transfer Rates of Texas Hispanic Community College Students to 4-Year Institutions: Selected Institutional Factors, dissertation, August 2012; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc149622/: accessed September 24, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .