Effects of Economic Advantage and Race/Ethnicity on High School Graduation Rates During COVID-19
Abstract
The purpose of this quantitative correlational study was to determine the moderating effects of economic advantage and race/ethnicity on graduation rates during COVID-19. Data collected from the Tennessee Department of Education’s Graduation Cohort Rates was examined for a numerical relationship between the variable of race/ethnicity with graduation rates and the variable of economic advantage or disadvantage and graduation rates. While an a priori power analysis determined a minimum sample size of 107, the final sample was 429. The data analyzed for a hierarchical regression proved that racial demographics (Asian/Black/Hispanic compared to White) at the school level were statistically significantly related to high school graduation rates for the 2020-2021 school year. Additionally, a hierarchical regression proved statistically significant results between students from economically disadvantaged homes and those from economically advantaged homes and the reported graduation rates. Recommendations for educational leaders to focus on targeted support and inclusive environments emphasize the need for systemic changes to address these disparities. The findings contributed to a deeper understanding of the factors affecting high school graduation rates and underscored the importance of targeted interventions to support all students’ success.
Subject Area
Curriculum development|Teacher education|Education
Recommended Citation
Angela Kelly Stone,
"Effects of Economic Advantage and Race/Ethnicity on High School Graduation Rates During COVID-19"
(2024).
ETD Collection for Tennessee State University.
Paper AAI31141058.
https://digitalscholarship.tnstate.edu/dissertations/AAI31141058