Graduation Rates Research Articles (Page 1)

The growing politicization of school board governance has had a significant impact on student academic performance, classroom stability, and teacher retention in different ways across various states with different political leanings. While some states maintain nonpartisan education policies, others have seen frequent shifts in curriculum standards, funding priorities, and regulations due to ideological debates. This study employed a comparative, cross-state analysis to explore student performance across politically divided school districts, focusing on standardized test scores, graduation rates, teacher retention, and curriculum implementation in Florida, Texas, Virginia, California, and New York. These states represent different governance structures, with varying approaches to curriculum restrictions, diversity policies, and education funding. The findings indicate that states with stable, bipartisan education policies see better student outcomes, while those experiencing frequent partisan conflicts suffer from academic disruptions and increased teacher attrition. The study also includes data visualizations and policy recommendations to mitigate the negative effects of political interference in school governance.

IntroductionThere have been increasing concerns about the overproduction of the health workforce in low- and middle-income countries, leading to unemployment, even as recent literature and country reports point to concurrent shortages based on population health needs. This paradox underscores the need for analyses that synthesise and reconcile these contrasting phenomena.MethodsThis is a rapid review of evidence of unemployment for countries that are listed on the 2023 WHO list of safeguard countries, which are countries designated as having critical health workforce shortages. Searches were done in PubMed, Embase and Google for health labour market analyses, peer-reviewed literature and grey literature detailing health workforce physician, nurse or midwife, unemployment. We combined unemployment rates into a weighted estimate (except for graduates) and as trends. We also provided a narrative summary from the literature providing unemployment rate estimates.ResultsSearches yielded 99 estimates from 72 sources, representing 33 of the 55 (60%) safeguard countries. 65 estimates were used for quantitative analysis. The weighted average of unemployment was 26.8% for physicians (across 13 countries), 39.7% for nurses/midwives (across 18 countries) and 26.1% in health workforce-wide estimates (across 8 countries). The unweighted average unemployment rate for new graduates is 54.2% across cadres: 58.4% for physicians across eight countries, 68.8% for nurses among six countries and 46.2% for midwives in two countries reported. Trends indicated declines in some countries but general increases in unemployment since 2020. Key findings included the contribution of education-market discoordination to unemployment, the realities of informal health care labor and shortage-unemployment paradoxes and migration and protests as a response to unemployment.ConclusionThe disconnect between health workforce unemployment and critical shortages in many countries underscores deep systemic inefficiencies and missed opportunities to strengthen health systems. Addressing this misalignment is not only urgent, but also essential for achieving universal health coverage and improving population health outcomes.

This article explores best practices foundational to JacksTeach, a STEM teacher preparation program at Stephen F. Austin State University serving rural East Texas. Responding to high rates of uncertified STEM teachers, JacksTeach is supported by six Noyce grants through the T4 project. Its framework combines constructivist theory with early field experiences, mentoring, and community building. The program addresses rural challenges like teacher turnover and limited resources while leveraging strengths such as strong community ties. Key features include a Job Shadow program, peer and faculty mentoring, and cross-campus collaboration. Outcomes are strong: all 26 graduates earned certification, 82% entered and remained in teaching, and graduation rates exceeded peers by 10%. The study recommends strategies for rural teacher preparation.

Education holds a central position in the development of citizens and the nation. According to the Ministry of Education and Culture (KEMENDIKBUD), the graduation rate at vocational high schools (SMK) is only 65%. This study was conducted at SMK Ma’arif NU 01 Karangkobar with the objective of implementing an early student graduation prediction system based on academic performance and engagement data. A Streamlit-based Random Forest algorithm was applied to enable schools to anticipate students at risk of not graduating on time and to reduce cases of conditional graduation. The research employed a Research and Development (R&D) methodology with a quantitative descriptive and applied experimental approach. Data were collected through interviews, observations, questionnaires, and literature review. The system was developed using the Waterfall model through the stages of Requirement Analysis, System Design, Implementation, Integration, and Testing. System design involved Data Flow Diagrams (DFD) at Levels 0–3 and Entity Relationship Diagrams (ERD), while the implementation was carried out using the Python programming language, the Streamlit framework, and libraries such as pandas, numpy, and scikit-learn. The user interface was designed using Figma, and diagrams were constructed with Draw.io. Evaluation results based on the Likert scale showed that the system achieved an overall satisfaction rate of 93% from a total of 35 respondents, consisting of 29 student respondents with 93% satisfaction and 6 teacher respondents with 95% satisfaction. This achievement falls into the “very good” category. These findings indicate that the graduation prediction system can effectively support schools in taking anticipatory measures and providing more targeted student guidance, thereby potentially improving the effectiveness of graduation management at the vocational high school (SMK) level.

A significant economic barrier for prelicen-sure nursing students is the skyrocketing cost of textbooks and learning activities. Adopting high-quality open educational resources (OER) is an innovative teaching strategy that promotes student success by making education more accessible and more affordable. The Open Resources for Nursing (Open RN) project has published 15 OER textbooks reviewed by more than 350 peer reviewers from across the United States and Canada. Open RN textbooks have received widespread international usage with adoption by more than 1,300 institutions. The NCLEX-RN pass rate can be used to objectively measure student success in programs adopting OER. The annual 2023-2024 NCLEX-RN pass rate of graduates from the associate degree nursing program that led the creation of Open RN resources was 98%. High-quality OER created by nursing faculty that is aligned with competency-based curriculum and the NCLEX Test Plan can help promote success for all nursing students.

ABSTRACT This study employs descriptive and logistic regression analyses to explore how geography influences access to baccalaureate education via vertical transfer in Michigan. We build on prior literature examining the relationship between college proximity and transfer behavior by focusing on the types of nearby four-year institutions in terms of their graduation rate for transfer students. Our results indicate an inequitable distribution of institutions based on transfer graduation rates that particularly affects groups of students marginalized in higher education (e.g., Black and low-income students). While the type of institutions available nearby did not significantly impact the likelihood of vertical transfer, it had a substantial effect on the type of institutions to which students transferred. Those living closer to low transfer graduation rate institutions (LTGRIs) were less likely to transfer to high transfer graduation rate institutions (HTGRIs) than those living near predominantly HTGRIs. The findings suggest the need for policies aimed at improving the accessibility of HTGRIs to marginalized communities and supporting LTGRIs with the necessary resources to enhance student success rates, thereby addressing higher education stratification.

Several risk factors for poor outcomes or failure have been previously identified for rotator cuff repair (RCR), such as tear size and retraction, age, diabetes, smoking, and occupational history. Duration of symptoms, and thus, time to surgery, are also important risk factors because over time, the RC tear can progress, and tendon retraction, fatty infiltration and atrophy of the muscle belly can increase the likelihood of failure. Thus far, little is known about the effects of SES on the decision of operative versus conservative treatment and time to surgery. The objective of this study is to identify if there is a difference in SES between surgical and non-surgical patients with RC tears. Secondly, the relationship between time SES and time to consult and time to surgery are explored. Data collated and analyzed through the Manitoba Centre for Health Policy (MCHP) were used as the basis for this study. Patients that underwent RCR between 2015–2020 and those that were given the same diagnostic codes from surgeons but did not proceed to surgery comprised the operative and non-operative groups. Time from general practitioner diagnosis to consult (time to consult) and time from consult to surgery (time to surgery) were also evaluated with respect to SES for patients (1990–2020). SES was operationalized using the Socioeconomic Status Factor Index-2 (SEFI-2), a composite score based on average household income, percent single parent households, unemployment rate, and high school graduation rate for a given postal code. SEFI-2 scores range from −5 to +5 with lower scores being more positive SES. Logistic regression with surgery/no surgery as the dependent variable and SEFI-2 as the independent variable were performed. Logistic regression was also performed using time to surgery and time to consult of more or less than a year as the dependent variable. 1904 patients underwent RCR in Manitoba between 2015 and 2020, compared to 2438, who did not. The mean SEFI-2 score for those that underwent RCR was −0.21 (95% CI 0.04) and for those that did not it was −0.03 (95% CI −0.04; p < 0.001). The odds ratio for those with a score greater than +1 of undergoing RCR was 0.43 (95% CI 0.11; p < 0.001) and between 0 and +1 was 0.54 (95% CI 0.11; p < 0.001) compared to other SEFI-2 score levels. 6,557 patients underwent RCR between 1990 and 2020, with 7% in the lowest SES category compared to 14% in the highest. Mean time to consult was 1.05 (95% CI 0.06) years and mean time to surgery from consult was 0.54 (95% CI 0.01). The odds of those in the lowest SES category having their surgical consult within 1 year of diagnosis was not significantly different (0.86 (95% CI 0.23) years; p=0.39); however, the odds of having surgery within 1 year of consult was significant (0.70 (95% CI 0.18) years; p=0.02). Patients with lower SES were less likely to undergo RCR and if proceeding to surgery, were less likely to have their surgery within 1 year of the orthopaedic consultation.

Driven by the presence of faculty with research and clinical backgrounds, and by labor market trends favoring applied training, Biomedicine has emerged as a growing academic field in Spain. This study provides a descriptive analysis of undergraduate Biomedicine programs offered by 18 Spanish universities since 1998, focusing on structural, academic, and outcome-related variables. Data indicate a progressive increase in program availability and student enrollment over the past two decades, reaching a total of 4,614 students in the most recent academic period. Admission criteria remain highly selective, with a mean entry score of 12.5 out of 14. In the absence of guidelines, the curricula from the different universities show a consistent structure, with an emphasis on foundational biomedical sciences in the early academic years – such as Cell Biology, Biochemistry, and Immunology – and the incorporation of advanced subjects in later stages, including Cancer Biology and Bioinformatics. These programs frequently incorporate practical components and research exposure. Over 100 active international collaboration agreements were identified across the institutions studied, reflecting efforts to internationalize their Biomedicine programs. Despite heterogeneity in curricular design, the average graduation rate for the 2022–2023 academic year was 81.8%, and employment outcomes averaged 82.9% over the past decade. The findings suggest a convergence of academic, professional, and institutional factors shaping the development of Biomedicine education in Spain.

It is commonly acknowledged that children's academic achievement is significantly impacted by parenting approaches and overall development. There is a heated discussion on how parents' practices influence kids' academic success since it is hard to measure these effects as quantity. This study focuses on how parental involvement shapes a child's graduation rates, test scores, school attendance and study motivation, and explores the impact of four parenting approaches: authoritative, authoritarian, permissive, and uninvolved on children's academic success. This Research adopts a literature review approach, and synthesizes findings from multiple studies to identify patterns and relationships between parenting practices and educational performance.According to the data, authoritative parents strike a balance between warmth and clear expectations, and are most frequently associated with higher degrees, increased academic achievement, and stronger drive. On the other hand, authoritarian parenting is linked to poorer critical thinking abilities and lower self-esteem, but it also frequently results in compliance. Children's academic growth is sometimes negatively impacted by permissive and disengaged parenting methods since these approaches often lack the structure, discipline, and oversight required for long-term success. The degree of engagement in children's education is influenced by a number of factors, including parental stress, cultural background, socioeconomic situation, and education level.

Science education in the Philippines, particularly in Region III, faces significant challenges due to diverse populations, historical reliance on rote learning, and disparities in resources. These issues contribute to low student performance in science, highlighting an urgent need for systemic reform and an enhanced teacher education program. This study examines how the level of accreditation, leadership practices of the school heads, performance of the science teachers, responsiveness of the curriculum, and scientific literacy of the students influence the effectiveness of the Bachelor of Secondary Education (BSED) major in Sciences in Region III. Effectiveness is measured by graduation rate and board examination passing rate, which are the Commission on Higher Education’s (CHED) thrusts for educational quality and excellence. Using a quantitative research method with a descriptive-correlational research design, 188 graduating science education students completed a self-made questionnaire. Data were analyzed using Spearman rho and the likelihood-ratio test. Results show that accreditation level negatively correlates with graduation rates but positively correlates with board examination passing rate. Scientific literacy positively correlates with and predicts graduation and board examination success. Curriculum responsiveness also predicts graduation rates. The study recommends exploring the potential indirect influence of school heads’ leadership practices and science teachers’ performance on graduation and board examination passing rates.

Abstract Using a difference-in-discontinuity research design, this study estimates the causal impact of Turkey's 1997 extension of compulsory schooling—from five to eight years—on girls’ age at first marriage and age at first birth. In contrast to previous studies of the reform, this design uses a narrower bandwidth to minimize bias, eliminates general effects associated with being born in January or December, and includes all relevant cohorts in the analysis to produce more accurate and population-representative estimates. The findings show that the increase in mandatory schooling substantially raises girls’ educational attainment and improves their labor market outcomes, primarily by reducing their employment in the agricultural sector. Higher educational attainment is also associated with a later age at first marriage and a decline in teenage childbirth. However, the effect on age at first birth disappears after age 19, consistent with the increase in high school graduation rates driven by the reform.

The main purpose of this study is to reveal the relationship between the utilization of ORKÖY supports and job performance of business managers operating in forest village status (ORKÖY) villages in Kayseri province. Job performance is the sum of the efforts of human resources in organizations to achieve their corporate goals. The material of the research consists of the data obtained from 135 business managers in 11 villages. When the findings of the research are analyzed; a significant portion (56.30%) of the managers benefiting from ORKÖY supports are in the 46-65 age group. Men constitute 82.96% of the beneficiaries of the support. 89.63% of the participants are married, and this rate is quite high among the beneficiaries of ORKÖY support. When the education level is analyzed, it is seen that the majority of the participants (64.44%) are primary school graduates. The rate of associate, undergraduate and postgraduate graduates was limited to 6.67%. The average number of children is 3.07, while the average number of people in the household is 4.68. The average income of the enterprises was calculated as 16,410.61 TL. According to the results of the research, it was determined that there were significant differences between the job performance of enterprise managers in some forest villages. In addition, the majority of the participants (83%) who benefited from ORKÖY support found the support insufficient. Of those who received support, 29% stated that they were thinking of turning to other sources of financing other than ORKÖY loans. This situation reveals that ORKÖY credit support alone is not sufficient and that additional financial resources are needed. It is thought that the results of this study will contribute to the field of Agricultural Economics and Management Sciences. Keywords: Job performance, agricultural holdings, forest villages (ORKÖY), rural developments, organizational behavior.

Distance learning postgraduate programs continue to struggle with supporting research activities of their students. Geographical dispersion, limited contact, and diversified learners' needs tend to hamper research progress, increase completion time, and intensify student isolation. In response to these concerns, this research created, introduced, and assessed an innovative, collaboratively designed eLearning support program for an MBA program of a Thai open university. Guided by a user-centered design thinking methodology, the project facilitated active co-creation by students and faculty from the outset, including needs identification and iterative development. The resulting integrative system bridged formal academic support and informal peer education. The system integrates several key components: self-paced Moodle eLearning modules for core research topics, synchronous Microsoft Teams sessions for individual advisor guidance, and Line application-based peer mentoring. These elements collectively aim to foster collaboration and reduce student isolation. Pilot testing yielded strong initial results with substantially greater on-time graduation rates than prior cohorts and high student satisfaction levels. Qualitative results also showed more collaboration and less academic isolation; peer-to-peer communication through Line was particularly useful for building community. These results validate the utility of this student-centered, co-creative design thinking process for meeting student needs and creating a positive learning environment. This study provides a replicable and empirically validated model using linked, technology-facilitated methods to build research training and stimulate student success across a variety of distance learning environments.

Hispanic and Latine students are the fastest growing demographic across colleges and universities in the United States (Cottrell, 2021). Are agricultural higher education institutions adequately supporting this demographic? Disproportionately lower graduation rates, grade point averages, and post-graduation employment would suggest administrators, faculty, and staff have room for improvementin their efforts in supporting Hispanic and Latine students (Alcocer & Martinez, 2017). This study employed hermeneutic phenomenological methods to provide direction in supporting their Hispanic and Latine students. Semi-structured interviews were conducted with 14 undergraduate students in the College of Agriculture at California State University, Chico. In-vivo and axial coding efforts were employed to generate nine themes. Both motivating and demotivating factors were described by participants. Motivation stemmed from a sense of community within the college. Family, importance of education, and an internal drive were noted as motivating factors. Discrimination, both witnessed and personally experienced, led to assimilation or isolation and demotivation. Recommendations include intentional community building, inclusion of the family in the higher education institution, agricultural experiences for those with non-traditional agricultural backgrounds, representation of Hispanic and Latine agriculturalists, and discrimination response training for all students, faculty, staff, and administration. Funding for this project was provided by a Board of Governors’ Award.

Vocational education has a strategic role in producing graduates who are ready to work, especially through expertise programs at Vocational High Schools (SMK). One area of expertise that is in demand is Fashion Management, which requires mastery of technical and non-technical competencies in order to compete in the competitive fashion industry. However, data shows that the open unemployment rate of SMK graduates, including those majoring in Fashion Management, is still quite high. This indicates a gap between the competencies of graduates and the needs of the world of work. To bridge the gap, the Teaching Factory (TEFA) learning model is applied to provide industry-based contextual learning experiences. This study aims to analyze the effect of Fashion Cosmetology competence and the implementation of TEFA learning on student work readiness, both partially and simultaneously, at SMKN 1 Turen. The results of previous empirical studies show that student competence and TEFA implementation contribute positively to strengthening work readiness, which includes cognitive, psychomotor, and affective aspects. By using a quantitative approach, this study is expected to prove that both variables have a significant effect on students' work readiness, and become the basis for developing a more effective, relevant, and industry-oriented vocational learning strategy.

Leaders in academia and health care recognize the need for practice-ready nurses to address the nursing shortage, reduce onboarding time, and improve the satisfaction and retention of registered nurses. Historically, nurse leaders have developed programs, such as nurse residency programs, to address these issues. However, additional innovative approaches are needed to address the pervasive nursing shortage. The need to better prepare nursing graduates with essential competencies for beginning practice led to the creation of a unique nursing program that uses an apprenticeship model, combining academic and practice partners. Implementation of the apprenticeship program has led to a 100% NCLEX-RN (National Council Licensure Examination for Registered Nurses) pass rate for graduates of the program and a high program retention rate (92%). Health care system leaders report an 80% to 83% 2-year post-graduation retention rate for nursing graduates. Amidst a pervasive nursing shortage, continued efforts and strategies are needed to build the nursing profession. The apprenticeship program provides a robust and innovative option for second-degree students interested in earning a bachelor of science in nursing.

STEM (Science, Technology, Engineering & Mathematics) programs hold significant social and economic relevance, as the technological innovation that sustains a country’s competitiveness depends on them. This article compares research on STEM programs in Portuguese- and Spanish-speaking countries, specifically Brazil, Chile, Portugal, and Spain. More specifically, it aims to reflect on the social and economic relevance of STEM programs; vocational choices and the social stereotypes associated with these fields; the variables that influence academic success, retention, and graduation rates; and the measures implemented, either nationally or by Higher Education Institutions (HEIs), to promote access and success in these programs. We conducted qualitative research, analyzing official documents and peer-reviewed articles that describe the higher education landscape in the selected countries. Results show that in all four countries studied, there is a growing demand for STEM graduates. However, concerns remain about high dropout and failure rates, as well as the lower participation of women and students from disadvantaged socioeconomic backgrounds or ethnic minorities. Some measures have been implemented by the governments of these countries to promote greater democratization of access and academic success for these students. Nevertheless, inequalities persist, suggesting the need to increase investment in practices and policies that encourage young people, especially those from more disadvantaged groups, to engage early in STEM domains.

Data on university enrollment and graduates helps determine the demand and effectiveness of programs offered. It will serve as a basis for planning, resource allocation, and strategic development. The study examined the enrollment and graduation trends at Cotabato State University. In particular, the enrollment and graduation trends of Cotabato State University for Academic Years 2018-2019 to 2024–2025, according to levels. The study employed a descriptive research method and documentary analysis. The study reveals that the total enrollment decreased from AY 2018-2019 to AY 2019-2020, following the same pattern as undergraduate enrollment. From 15,085 students in AY 2022-2023 to 21,224 students in AY 2023-2024, enrollment increased significantly. As of AY 2024-2025, the number of students enrolled is the highest, at 24,835. The enrollment trend initially declined, particularly in AY 2019-2020, with a significant 17.8% decrease compared to AY 2018-2019. In the following years, however, there were fluctuations, with AY 2020-2021 reporting an increase of 15.0%, AY 2022-2023 reporting an increase of 9.1%, and AY 2021-2022 reporting a decrease of 11.2%. In addition, during AY 2023-2024, there was a substantial increase of 40.7%. Furthermore, in AY 2024-2025, there was also a 17.0% increase compared to AY 2023-2024. The number of undergraduate graduates shows more fluctuations, with a significant decrease between AY 2018-2019 and AY 2019-2020 from 1,862 to 1,097. Between AY 2019-2020 and AY 2022-2023, the numbers remain relatively stable, with significant increases in AY 2023- 2024 and AY 2024-2025. Overall, the number of graduates increased from 2,034 in AY 2018- 2019 to 2,634 in AY 2024-2025. As the years progressed, there was a gradual increase in AY 2019-2020, followed by a significant decrease in AY 2019-2020. According to these data, the graduate program appears to be growing, especially in AY 2023-2024. The undergraduate program has fluctuated but shown an increase in AY 2024-2025 compared to AY 2018-2019. AY 2019-2020 saw a significant decrease of 31.12%. There are also decreases in the following two years (AY 2020-2021 and AY 2021-2022), although at a slower pace. There was a slight increase in AY 2022-2023, followed by significant increases in AY 2023-2024 (36.62%) and AY 2024-2025 (43.23%). As a result of these data, it can be said that graduation rates dropped significantly at first, but then showed a strong rebound in the later years. It indicates a potential shift in trends or successful initiatives in AY 2023-2024 and AY 2024-2025.

The Diagnostic Mathematics Information for Student Retention and Success (DMISRS) project was a collaborative project focused on first-year mathematics, which drew together lecturers in South African higher education institutions and other related organisations. Various themes were explored during the annual DMISRS symposia from 2018 to 2022. The project’s culmination was a final DMISRS symposium held in November 2023, which focused on the case studies that examine the sub-projects that have emerged over the years. The symposia have tackled critical themes, including collaborative practices and courses that influence graduation rates, the psychological well-being of students, and innovative solutions in first-year mathematics, such as assessments, performance metrics, blended learning approaches and curriculumdevelopment. The case studies offer valuable narratives of day-to-day interactions, teaching and learning activities, and shared resources or practices in first-year mathematics education experiences. They showcase successes and delve into challenges and their corresponding solutions, providing practical insights that empower the community of practice across diverse higher education institutions and contexts. As a capstone to the DMISRS project’s final symposium, the DMISRS team invited those who contributed case studies to take part in a panel discussion, referred to as the “DMISRS Case Studies Dialogue”, on a range of topics, including their own experiences in setting up and implementing innovations or conducting investigations, and their reflections on the impact of and the legacy of the workdone as part of this project.This paper captures that conversation as a dialogue among the contributorsdone as part of this project. This paper captures that conversation as a dialogue among the contributors.

The graduation rate of a Higher Education Institution (HEI) in Mexico is used as an indicator of the institution's capacity to grant degrees to its graduates. In the present research, the factors that affect the non-graduation of graduates from the Tecnológico Nacional de México - Instituto Tecnológico de Villahermosa (TecNM - ITVH) are analyzed. Personal, socioeconomic and institutional elements are explored to determine which are those that may hinder the completion of the graduation process. To this end, a survey was conducted among graduates who applied for the degree process during the period between November 2024 and January 2025, with a population of 87 surveys carried out. SPSS statistical software was used to proceed with the analysis of the data collected. The results showed a tendency to apply for the degree process within a short period of time after completing their studies, as well as a balance between graduates who are working at the time of applying for the process and those who are not employed. In addition to the above, the predominant factor affecting non-degree completion is the lack of time available. It is recommended that new strategies be implemented to improve the dissemination of the graduation process.