Running head: ANNOTATED BIBLIOGRAPHY 1

Annotated Bibliography

College Graduation Rates UTEP

Abraham Apodaca

The University of Texas at El Paso

RWS 1301

Dr. Viera

October 23, 2018

Research Questions

1. How does diversity affect UTEP graduation rates?

2. Does mental health affect graduation rates?

3. College graduation rates then and now?

4. Does financial problem affect graduation rates?

5. How does ethnicity and religious beliefs affect students and their studies?
ANNOTATED BIBLIOGRAPHY 3

Chen, Y., Chen, Y., & Oztekin, A. (2017). A hybrid data envelopment analysis approach to

analyze college graduation rate at higher education institutions. INFOR, 55(3), 188–210.

https://doi.org/10.1080/03155986.2016.1262584

According to Yao Chen, Ya Chen and Ozlekin Asil College graduation rates have

become the number one most used tool of measuring institutional performance and

accountability in higher level education (p.189). In the year 2009, President of the United

States, Obama set a goal for the United States to be the number one country in the world

with the best graduation rates. Since the United States falls behind China and New

Zealand, this is a good goal to set for the country. The three authors explain the new

strategies that are being set to improve graduation rates, and believe it is the best way to

improve. They also go into depth with the most important predictors of graduation, which

they believe will help improve graduation rates by a method they call the CRISP-DM

method.

Gomez, J. (2009, March 26). Graduation rates at UTEP, a slow train to the future. The

Prospector, 11-12.

Jorge Gomez explains how in fall 2007 the University of UTEP reached a student

enrollment surpassed 20,000 students for the first time in history, and that 4,000 of those

students were freshmen. Jorge Gomez researched the past graduation rates at UTEP and

states that out of those 4,000 freshmen, 600 will graduate in 5 years and 1,000 within 10

years. Sadly, there are a huge number of students who will not complete the education

cause UTEP to drop in graduation rates (p.11). He continues to explain that students have

many factors in life that they must worry about and some just don’t make it all the way to

the end.
ANNOTATED BIBLIOGRAPHY 4

Hamilton, R. (2012, March 2). At UTEP, Success Is Not All About Graduation Rates. New York

Times, p. 21A. Retrieved from

http://0search.ebscohost.com.lib.utep.edu/login.aspx?direct=true&db=a9h&AN=7220205

3&site=ehost-live&scope=site

This source explains how graduation rates affect the University of Texas at El Paso.

According to Hamilton (2012) eschews commonly accepted higher-education measures

like graduation rates, which show that just one out of 10 freshmen entering UTEP

graduate within four years. (p21A) in the article Hamilton seeks to find what determines

a university’s success. Unfortunately, not every student succeeds at completing their

education and this leads to graduation rates dropping further than expectations.

graduation rates at UTEP could be low due to the acceptance rate of 97% that the

university has (p.21).

Hinrichs, P. (2014). Affirmative action bans and college graduation rates. Economics of

Education Review, 42, 43–52. https://doi.org/10.1016/j.econedurev.2014.06.005

Peter Hinrichs explains the effects of statewide affirmative action bans on graduation

rates within universities and of college entrants who become graduates of universities or

colleges. Affirmative action bans lead to less underrepresented minority groups at

selective colleges. When affirmative action is banned dropout rates drop as well and leads

to a higher graduation rates. Hinrichs explains that it is because the students change

composition and in return do better in their studies (p.45).

Jennings, L. M. and Shepro, C. E. (1994). Local Control of Post-Secondary Education, in

Vincent D’Oyley, Education And Development (pp. 285-308). Alberta, Canada: Detselig

Enterprises Ltd.
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Micheal L. Jennings and Carl E. Sharpro talk about the disadvantages that many students

must face (p.285). Sadly, not every school or campus treats students equal and fair, and

they believe this can change, they believe it has a lot to do with locations and the

leadership. They explain how native Americans have an excellent education system

that benefits all (p.289). These locations offered students doorways that are not open in

other campuses, they also enforce students to speak their native language no matter what

it is.

MILLEA, M., WILLS, R., ELDER, A., & MOLINA, D. (2018). What Matters in College

Student Success? Determinants of College Retention and Graduation

Rates. Education, 138(4), 309–322. Retrieved from http://0-

search.ebscohost.com.lib.utep.edu/login.aspx?direct= true&db =a9h&AN=130165011

&site= ehost- live&scope=site

Millea, Wills, Elder and Molina explain in this article that understanding the factors that

could influence student success can assist professors, selected officials and even students.

They suggest that there are many factors that affect a single student but there are an

overall number of problems that affect the entire student body. By evaluating residential

living, attendance programs, demographic attributes, average class size and student

academic preparation (p. 317). These are the main problems that they believe will affect

students in higher level education and even high school education. They continue to

explain how probit regression models indicated that graduation rates were higher for

students who were academically prepared, received grants or scholarships, and were in

smaller classes.
ANNOTATED BIBLIOGRAPHY 6

OECD (Ed.), Education at a glance 2016: OECD indicators. Paris, France: Organization for

Economic Cooperation and Development. Retrieved from http://0-

search.credoreference.com.lib.utep.edu/content/entry/oecdeag/what_are_the_financial_in

centives_to_invest_in_education_indicator_a7/0?institutionId=9821

This article on college graduation rates helps someone living in the U.S better understand

the rates of the amazing schools around them. The OECD explains how the rates for

graduation have increased incredibly. They stated that it dropped from 6.1% to 4.6%, the

author explains that the united states have one of the best education rates behind New

Zealand and China. According to the author countries like Costa Rica, Mexico and Brazil

have some of the lowest graduation rates in the world. He believes its due to finances,

many students in the United States fail at getting education because of finances. The

estimated graduation rate worldwide (2016) would be around 76-85% graduated. What

are the financial incentives to invest in education? (Indicator A7). (2016).

Perez, S, E. (2006, Sep 27). UTEP 2015 plan seeks to boost graduation rates, The Prospector, p7-

p8.

Members of the UTEP SGA developed a plan that they believe will boost up UTEP

graduation rates by quite a lot. SGA interview students to see what they believe can help

them out during their college career at UTEP. They continue to show interviews of

students from the university and their ideas, from first semester freshmen to seniors They

explain one of the main factors that would influence students and boost the rate should be

to offer a little more scholarships, internships and leadership opportunities. By the

interviews they got from the students they believe these three opportunities could boost

up student involvement and help students feel more comfortable and motivated.
ANNOTATED BIBLIOGRAPHY 7

Scott, M., Bailey, T., & Kienzl, G. (2006). Relative Success? Determinants of College

Graduation Rates in Public and Private Colleges in the U.S. Research in Higher

Education, 47(3), 249–279. https://doi.org/10.1007/s11162-005-9388-y

Scott Marc, Bailey Thomas and Kienzi Greg explain how criticisms has been growing

around public universities. Six-year graduation rates are the most commonly used and

explain how rates will vary from public to private universities. They explain how public

colleges will do more with less and this basically means that public colleges don’t have

the same budget or privileges. They show models that suggest that with equivalent

resources and student populations, public schools would graduate a slightly larger

percentage of students than private schools (p.255). They continue to explain just how

this could be possible and how they support the public-University system.

State Universities That Are Making the Most Progress in Improving the Graduation Rates of

Minority Students. (2010). The Journal of Blacks in Higher Education, (67), 45.

Retrieved from http:// 0search.ebscohost.com.lib.utep.edu

/login.aspx?direct=true&db=edsjsr&AN=edsjsr.20722211&site=eds-live&scope=site

When a student is a minority in society it can really affect their education, in “State

Universities…” they explain how many students are or maybe have once been a minority

and explain how much better it has gotten over the many years since the civil rights act.

They studied schools from the year 2004-2007 to see if a minority group still exists and is

still affecting the life of students. Studies actually show a huge increase in just 5 years,

from 17.5% in 2004 to 40.8% in 2007 nationwide (p.45). They also go into depth with

how minorities still many problems with education like any other student have, with life
ANNOTATED BIBLIOGRAPHY 8

getting in the way it makes it a little more tough. Marriage, work, kids and even income

can affect a students path to graduation.

Trani, R. T, and Irvine, R. K. (2014). Built to Fail: Structural Deficiencies And Student Failure.

Maryland: Rowman & Littlefield.

Randy K. Trani and Robert K. Irvine (2014) believe that the education system is broken.

They believe that the old system has failed, and no effort has been made to fix all the

damage (p.10). They stress the fact that the old system is made for students to fail. Randy

and Irvine explain how they believe the system can be handled and fixed and show just

how the system is made to fail and that happened within 3 levels, 1. Grade level 2.

Attempts at comprehensiveness and 3. An instance that big districts are better than

smaller districts (p.47).

Winters, J. V. (2018). Do higher college graduation rates increase local education levels? Papers

in Regional Science, 97(3), 617–638. https://doi.org/10.1111/pirs.12258

John Winters explains how researchers have shown that number of local college

graduates is important for local economic growth and development, he stresses his

opinion on just how much location affects graduation rates, he studies students from state

universities to students in residing areas (p.617). Using the American Community Survey

microdata, he examines the students and the graduation rates of the college or university.

He explains how the local graduates often leave the community for the benefits that

await, by collecting data explains that 71.8 per cent of college enrollees aged 18–22

resided in their state of birth at the time that the survey is taken (p.622).