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ERIC Number: ED520408
Record Type: Non-Journal
Publication Date: 2010
Pages: 117
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1240-6634-9
Performance Indicators, Accountability, and Quality: An Analysis of Key Indicators at Two Georgia Postsecondary Institutions
Christopher, Minolar T.
ProQuest LLC, Ph.D. Dissertation, Capella University
Quality in higher education today is often measured by institutional accountability indicators. The purpose of this study was to examine trends and explore correlational relationships of the performance indicators deemed important to the stakeholders of two postsecondary institutions in the State of Georgia--retention rate, graduation rate, and Regents' exam pass rate. This research used a non-experimental quantitative methods approach to examine those trends via the collection of numerical archival data from several internet sources. In addition to the correlational component of this study, this study used an ex post facto component in which the two postsecondary institutions were compared to determine if the school with higher retention rates and Regents' exam pass rates has a significantly higher graduation rate. The results of this study indicate that the relationship between retention rates and graduation rates appears to be substantial to strong and negative. With regard to the relationship between Regents' exam pass rates and graduations, the results were non-significant. The results of this study also indicate that although the two institutions compared were found to be statistically significantly different with regard to their graduation rates, the magnitude of the differences in their graduation rates did not appear to be related to the magnitude of the differences in their retention rates or their Regents' exam pass rates. In other words, when the retention rate and/or the Regents' exam pass rate difference between the two institutions increased, the difference in their graduation rates did not consistently increase or decrease. This indicates that differences in graduation rates cannot be explained by differences in retention rates or Regents' exam pass rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia