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Abstract
This causal-comparative research project is a study examining a Tennessee community college’s institutional services and programs designed to support African American students compared to those students’ persistence to graduation. The results of this causal-comparative study employing mixed-methods of data collection revealed no significant differences between African American students and other minority racial/ethnic groups. Findings suggests the Tennessee community college offers services and programs supporting persistence to graduation of African American students. The results based on a sample size of 94 students indicate students feel they need more time with advisers, flexible tutoring schedules, and there are no obstacles with services and programs.
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