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

Oct 15, 2026

Uploaded by Marglet

Study analyzes graduation and persistence rates for African-American students at Texas four-year universities across three academic years: 2003-2004, 2009-2010, and 2014-2015. It tests whether rates changed meaningfully over an 11-year period from 2003-2004 to 2014-2015. Inferential analyses find no statistically significant differences in the one-year graduation and persistence rates. Rates remain stable, ranging from 53% to 56%, and the discussion includes policy and practice suggestions plus directions for future research.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Introduction

Study focus and research question

Stable one-year graduation and persistence outcomes

Context: enrollment, completion, and institutional fit

Differences in Graduation and Persistence Rates over Time for African-American Students at Texas 4-Year Universities By Jerrell Sherman􀀍 & John R. Slate† 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. Keywords: African-American, 4-year universities, graduation and persistence rates, interactive accountability system, 1-year persistence rates, Texas. Introduction Institutions of higher education are regularly in search of new ways to attract and maintain a diverse student body comprised of people from different ethnicities/races, backgrounds, and beliefs to heighten the college environment at their institutions. A particular group of students, that colleges and universities have had a challenging time to attracting, retaining, and cultivating are AfricanAmerican students. Moss and Slate (2017) discovered that student enrollment at 4-year institutions increased by 65% between 1992 and 2012. Aud et al. (2011) revealed that the African-American student post baccalaureate enrollment revolved between 10% and 12% from 1976 to 2000, and in 2009 around 15% . Weddle-West and Bingham (2010) determined that African-American students have poorer completion rates compared to their White peers in their degree attainment rates, as only 50% of all students who enroll in a postsecondary institution earn a degree. It is important for African-American students and students of any race/ethnicity to be able to obtain a college degree, as each college graduate can expect lifetime earnings at least two times more than people with only a high school diploma (Carnevale Rose & Cheah, 2011). To add to the increased need for people in today’s society to earn higher education degrees, 􀀍Associate Dean of Students for Judicial Affairs and Student Development, Sam Houston State University, USA. †Full Professor, Sam Houston State University, USA. [https://doi.org/10.30958/aje.7-4-2](https://doi.org/10.30958/aje.7-4-2) doi=10.30958/aje.7-4-2 Duncan (2010) stated that throughout the last 40 years, the percentage of occupations in the United States calling for postsecondary degrees has expanded by twice as much. Before going to college, both African-Americans and Hispanics have faced financial, societal, and cultural issues that have posed challenges, for a large amount at least, pertaining to their approach to and commitment to higher education (Laird et al., 2007). Baum, Ma and Payea (2013) concluded that African American students at 43% were the ethnic group with the highest college drop-out rates compared to other ethnic/racial groups of students. It is possible that AfricanAmerican students who attend Predominantly White Institutions do not have a sense of belonging to the campus nor have the appropriate resources to be successful, which can be two factors that leads to them dropping out of college (Hunn, 2014). Predominantly White Institutions or PWIs are colleges with student bodies made up mostly of Whites with smaller amounts of other students of different ethnic/racial groups. Historically Black Colleges and Universities or HBCUs are colleges that were founded for the purpose of primarily serving the African-American community prior to the Ci

FAQs

Which time periods and outcomes does the study examine?

The study examines graduation and persistence rates for African-American students at Texas four-year universities in 2003-2004, 2009-2010, and 2014-2015. Outcomes focus on one-year graduation and one-year persistence rates.

Did the graduation and persistence rates change significantly over the 11-year span?

No. Inferential statistical analyses do not reveal statistically significant differences across the 11-year time period studied.

What range do the one-year graduation and persistence rates take over time?

The one-year graduation and persistence rates are stable, ranging from 53% to 56% across the 11-year period.

Oct 15, 2026

Uploaded by Marglet