The purpose of this study was to examine the relationship between state funding along with tuition and baccalaureate graduation rates as well as degrees awarded at 4-year public institutions in the State of Texas. The goal of this study was to identify possible trends which may exist regarding institutions, institutional governance structures, 2010 Carnegie Basic Classification, Minority-Serving Institution status, geography, and participation in the Texas Permanent University Fund. A simple linear regression and MANOVAs were used to review IPEDS data from academic years 2006 through 2015. A significant relationship between funding and graduation rates and degrees awarded was evident through the findings of Question 1 as well as the trends found in each of the questions. Consistently, as different groups were analyzed using the same six dependent variables, the group that was awarded the most state appropriation and/or received the highest amount of tuition was found to have higher rates of degrees awarded and higher graduation rates. There were significant differences based on Carnegie Basic Classification 2010. Significant differences also existed between minority serving institutions and non-minority serving institutions. Statistical difference was found based on geography of the institution. And last, statistical difference was found among institutions receiving full Texas Permanent University Funds, partial Texas Permanent University Funds, and no Texas Permanent University Funds for the time period observed.
|Advisor:||Hardy, David, Major, Claire|
|Commitee:||Breaux, Arleene, Holley, Karri, Tate, Adam|
|School:||The University of Alabama|
|Department:||Educational Leadership, Policy, and Technology Studies|
|School Location:||United States -- Alabama|
|Source:||DAI-A 79/10(E), Dissertation Abstracts International|
|Subjects:||Higher Education Administration|
|Keywords:||Graduation rates, State funding, State of Texas|
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