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Tennessee Colleges of Applied Techno...

Wilson, Timothy N.

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Tennessee Colleges of Applied Technology: Student Demographics and Completion Rates.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Tennessee Colleges of Applied Technology: Student Demographics and Completion Rates./
Author:	Wilson, Timothy N.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	97 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10608995
ISBN:	9781369801279

Tennessee Colleges of Applied Technology: Student Demographics and Completion Rates.
Wilson, Timothy N.

Tennessee Colleges of Applied Technology: Student Demographics and Completion Rates. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 97 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)--East Tennessee State University, 2017.

The purpose of this quantitative study was to examine relationships between gender and race, disability status, single parent status, and economically disadvantaged status of students enrolled in Tennessee Colleges of Applied Technology advanced manufacturing skills programs. Furthermore, this study determined if there were significant relationships between race and disability status, single parent status, and economically disadvantaged status of students enrolled in Tennessee Colleges of Applied Technology advanced manufacturing skills programs. Finally, differences in completion rates between female and male students as well as differences in completion rates between white and nonwhite students enrolled in Tennessee Colleges of Applied Technology advanced manufacturing skills programs.

ISBN: 9781369801279Subjects--Topical Terms:

543202
Adult education.

Tennessee Colleges of Applied Technology: Student Demographics and Completion Rates.
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Donald Good.
502 $a Thesis (Ed.D.)--East Tennessee State University, 2017.
520 $a The purpose of this quantitative study was to examine relationships between gender and race, disability status, single parent status, and economically disadvantaged status of students enrolled in Tennessee Colleges of Applied Technology advanced manufacturing skills programs. Furthermore, this study determined if there were significant relationships between race and disability status, single parent status, and economically disadvantaged status of students enrolled in Tennessee Colleges of Applied Technology advanced manufacturing skills programs. Finally, differences in completion rates between female and male students as well as differences in completion rates between white and nonwhite students enrolled in Tennessee Colleges of Applied Technology advanced manufacturing skills programs.
520 $a Archival data from Fall 2014 were collected from the Office of Research and Assessment at the Tennessee Board of Regents for each student at the point of enrollment. Chi-square tests of independence were used to determine if significant relationships existed between demographic variables and completion rates.
520 $a Significant relationships were found between gender and race where there more white females and males than nonwhite females and males. Significant relationships between gender and disability status were discovered where there were more students of both genders who were not disabled than were disabled. Significant relationships between race and single parent status were found in that more nonwhite students were single parents than white students. Significant relationships between race and economically disadvantaged status indicated more nonwhite students were economically disadvantaged than white students. Significant differences between gender and program completion rate were realized in that more males completed their programs of study than females. Finally, significant differences were discovered between race and program completion rate revealing more white students completed their programs of study than nonwhite students. However, there were no significant differences found between race and disability, between gender and economically disadvantaged status, and gender and single parent status.
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