Open AccessUnderstanding the Challenges of Graduation Rate Faced by Two Education Preparatory Programs in the State of Mississippi
Author(s) -
Ying Wang,
Chukwuma Ahau,
Kalanya Moore
Publication year - 2021
Publication title -
world journal of educational research (los angeles. online)/world journal of educational research
Language(s) - English
Resource type - Journals
eISSN - 2375-9771
pISSN - 2333-5998
DOI - 10.22158/wjer.v8n4p9
Subject(s) - graduation (instrument) , certification , socioeconomic status , medical education , psychology , state (computer science) , mathematics education , political science , sociology , medicine , demography , mathematics , population , geometry , algorithm , law
In this study, the authors described the contribution of student’s academic performance indicators as predictors of graduation rate in two Historically Black Colleges and Universities (HBCUs) Education Preparatory Program (EPP) in the State of Mississippi. The authors interviewed two EPP chairs in summer 2019 and used qualitative inquiry to code and look for themes to provide meaning and add additional explanation to the students’ graduation rate. The main findings of the study suggest that teacher candidates’ ACT/SAT scores are predictive of graduation rates. Similarly, socioeconomic status showed a positive relationship with admission to the EPP and graduation rate. Each EPP faces the challenge of graduating a sufficient number of certified teachers to ensure its continuity. The EPP needs to ensure that students are capable of passing the state certification exams and graduating to be successful. Graduation rate is an indicator of EPP performance and its likelihood of continuity and longevity.