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Prompted by changing demographics, economic pressures, and global competition, Texas and members of the Southern Regional Education Board adopted policies to boost minority enrollment and success in higher education around the turn of the century. This study draws upon IPEDS graduation rate data for a benchmark year, 2002, and for 2006 through 2012 to assess the effectiveness of Texas' Closing the Gaps policy in relation to graduation rates at 4- year institutions and to similar policies in six SREB-member states. Descriptive and independent-samples "t" tests measured the effectiveness of Texas' Closing the Gaps compared to the selected SREB states. Although Texas fell below the SREB average graduation rates for targeted groups at the outset, data revealed variable but overall improvement for the grand total, Black, Hispanic, and White cohorts over the 10-year period for all states.

This study measured the effectiveness of and differences between Oklahoma's Brain Gain and Texas' Closing the Gaps policies to enhance degree completion of students at community colleges. Descriptive statistics and independent-samples "t" tests were conducted utilizing data from community colleges' 3-year graduation rates from the National Center for Education Statistics Integrated Postsecondary Education Data Systems database for benchmark year 2002 and years 2006, 2008, 2010 and 2012. The results showed that both states' total, black, and white community college 3-year graduation rates decreased from 2002 to 2012. Only Oklahoma's Hispanic graduation rate increased while Texas' Hispanic graduation rate decreased during the same period. No statistically significant differences were found between total, Black, Hispanic, and White community college graduation rates in Oklahoma and Texas. Findings revealed that the policies implemented in Oklahoma and Texas did not cause the desired impact at their states' community colleges. Recommendations for policy and future research are provided.