Theses and Dissertations

Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Educational Leadership

First Advisor

Dr. Velma Menchaca

Second Advisor

Dr. Ralph Carlson

Third Advisor

Dr. Roberto Zamora


This study examined the trends and patterns across time over the cohort 2015 on dependent variable, graduation. Aggregated longitudinal data for independent variables, mobility, attendance, discipline, math achievement, reading achievement, and parental educational attainment was collected for 98 students from 2010 to 2018. The independent variables of mobility, attendance, discipline, math achievement, reading achievement, and parental educational attainment were examined to determine whether or not high school completion is dependent on these measures.

The freshmen cohort 2015 in one south Texas urban school district in the Rio Grande Valley was the focus of the study. Exploratory and confirmatory analysis statistical/data analysis was used side by side thus ensuring the fidelity on the obtained results in the present study. Confirmatory analysis statistical/data analysis included a multi linear regression analysis and logistic regression analysis followed with a trend analysis over the aggregated eight data points for mobility, eight data points for attendance, eight data points for discipline, eight data points for math, and eight data points for reading. The null hypothesis for the present study was tested with an F distribution with an alpha level of .05.

Intercorrelation analyses were performed as an initial analysis to evaluate potential correlations between the following predictor variables: mobility, attendance, discipline, math achievement, language arts achievement, and parental educational attainment in the aggregated data points. The logistic regression analyses showed that attendance and language arts are strong predictors of the criterion variable graduation for the cohort 2015 group.

A recommendation for practice is that the findings of the present study provide the local education agencies, in particular school administrators, to reflect on data when working with potential cohorts as they move from grade level to the next grade level including the practices of the Individual Graduation Committee posed by SB 149 (TEA, 2015). Given that poor attendance—number of days present, and discipline—numbers of discipline referrals are considered high predictors of not graduating from high school, then local education agencies and school administrators should use these predictors as indicators for providing support systems early on in the child’s life. Furthermore, the effects of both attendance and discipline impact math and reading achievement.


Copyright 2018 Nancy Lopez Castillo. All Rights Reserved.