Doctor of Education, Miami University, 2024, Educational Leadership

In recent years, secondary education has experienced a significant transformation driven by the need to better prepare students for life beyond graduation. Central to this shift is the integration of Career Readiness Programs, which not only provide academic knowledge but also equip students with practical skills, vocational insights, and an understanding of professional landscapes. This study investigates whether an embedded Career Readiness Program influences the development and enhancement of partnerships between schools and businesses. Guided by Ohio's legislative framework, which emphasizes college and career readiness, this research explores how career readiness programs can foster effective collaborations between educational institutions and the business sector. The study employs a qualitative case study methodology to understand how these partnerships evolve and their impact on students' preparedness for post-secondary pathways. The data collection involved face-to-face interviews with business representatives and school personnel directly engaged with the Career Readiness Program. Thematic analysis of the interview notes revealed patterns and themes that highlighted the potential of these programs to bridge the gap between education and workforce demands. The study's findings suggest that integrating Career Readiness Programs strengthens school-business partnerships by aligning educational practices with industry needs, creating opportunities for internships, mentorships, and hands-on experiences. This collaborative approach not only enhances student readiness for professional careers but also benefits the local business community by developing a skilled workforce.

Committee: Guy Parmigian (Committee Chair) Subjects: Business Education; Education; Education Philosophy; Educational Leadership; Educational Theory

Doctor of Philosophy, The Ohio State University, 2014, Human Ecology: Human Development and Family Science

Community blogging is a potentially important and innovative educational tool that promotes both the cognitive and social construction of knowledge through individual postings, student-to-student commentary, and hyperlink sharing. However, the intimate nature of postings, the social nature of commentary, and the explorative nature of hyperlinking may activate entrenched relational schemas held by students that have potential to influence their community blogging activity in ways that limit their ability to benefit from an educational blogging project. In an attempt to understand exactly what impact students' relational schemas have on their community blogging activity, the present study examined the direct and indirect associations of students' attachment anxiety and avoidance with four observed measures of their community blogging activity: 1) posting activity, 2) comment activity, 3) hyperlink activity, and 4) the average length of written contributions. Data were collected from 53 undergraduate students enrolled in a 10-week introductory course in which community blogging was a central component of the course structure. Hierarchical regression analyses tested the associations between students' attachment anxiety and avoidance and their observed community blogging activity while controlling for students' self-reported GPA and Internet self-efficacy. In addition, more sophisticated analyses examined (a) whether students' relational motivation for blogging mediated these associations, and (b) whether students' sense of classroom community moderated the second leg of these mediation models and thus the strengths of the indirect effects. Overall, results demonstrated weak evidence that students' attachment was related to their observed community blogging activity, with the exception of one robust finding. Students' attachment avoidance was related to their observed hyperlink activity such that students reporting greater attachment avoidance contributed a greater combi (open full item for complete abstract)

Committee: Mitchell Schoppe-Sullivan Ph.D. (Advisor); Michael Glassman Ph.D. (Committee Member); Amy Bonomi Ph.D. (Committee Member) Subjects: Curriculum Development; Developmental Psychology; Education; Education Philosophy; Educational Psychology; Educational Technology; Evolution and Development; Higher Education; Teaching; Technology

Doctor of Philosophy, University of Toledo, 2023, Counselor Education

An Abstract of “The Process of Building Community in Counselor Education Doctoral Programs: A Grounded Theory” by Ellise Raghavan, MA, LPC As partial fulfillment of the requirement for the Doctoral Degree in Counselor Education & Supervision University of Toledo April, 2023 A strong sense of community is linked to higher levels of student retention, wellness and quality of education in counselor education doctoral programs. This is particularly true for marginalized students (e.g., race/ethnicity, gender, motherhood status, and international students). Strong, positive faculty relationships with students as well as positive peer relationships are important indicators of community in counselor education doctoral programs. The researchers utilized a grounded theory methodology to study the process of community building in counselor education doctoral programs (i.e., how it happens). This method was chosen to explain the actions of faculty and students that create a sense of community in counselor education doctoral programs. Researchers found that throughout their program students have a series of catalytic experiences, during which they either experience program supports or barriers to community. The results of these experiences create either positive or negative outcomes which increase or decrease student sense of community and affect student retention, wellness and quality of education over time. Researchers provide implications for students, counselor educators and administrators regarding how to increase counselor education doctoral student sense of community.

Committee: Madeline Clark (Committee Chair) Subjects: Counseling Education

Doctor of Philosophy, The Ohio State University, 2020, Educational Studies

In recent years, community college leaders, policymakers, and legislators have explored—and, in some states and Canadian provinces, implemented—the notion of community colleges offering and conferring bachelor's degrees, particularly in high-need areas such as teacher education and nursing. However, much of the literature on the community college baccalaureate (CCB) does not engage with the importance of geography in shaping educational opportunity. This study provided scholarship on how community college baccalaureate degrees are geographically distributed in Michigan and Ohio. Using county data for Michigan and Ohio from various federal sources, including the U.S. Department of Education National Center for Education Statistics' (NCES) Integrated Postsecondary Education Data System (IPEDS) records and U.S. Census Bureau, this exploratory study sought to gain an understanding of the aggregate demographic characteristics of individuals living in counties that have community colleges, counties that have access to a community college baccalaureate, and counties that are education deserts. This study utilized a conceptual framework grounded in theories of symbolic capital and social construction of space coupled with education deserts to conduct a backward stepwise logistic regression analysis. This study showed that county-level population and county-level poverty rate are significant factors that predict the odds of a county having at least one community college; county-level population is a significant factor that predicts the odds of a county having at least one community college offering one or more CCB programs; and county-level population and county-level median household income are significant factors that predict the odds of a county having zero universities or community colleges, public or private, and thus being an education desert. The results suggested that counties with a higher population or higher poverty rate are more likely to have at least one c (open full item for complete abstract)

Committee: Ann Allen (Advisor); Antoinette Errante (Committee Member); Anne-Marie Núñez (Committee Member); Ann O'Connell (Committee Member) Subjects: Education; Education Policy; Higher Education; Higher Education Administration; Public Policy

MCP, University of Cincinnati, 2006, Design, Architecture, Art and Planning : Community Planning

Recently educators and planners have focused on the benefits of community participation in the creation of a new or renovated school facilities that include components available for use by the wider community. These community schools can act as a hub for neighborhood activity, offering amenities such as family support centers, after-school programs, and health and mental health services. This study examines the role of community engagement in planning educational facilities, specifically the case studies of two Cincinnati Public Schools, Riverview East Academy in Columbia Tusculum and Washington Park Elementary in Over-the-Rhine. The schools utilized similar approaches but reveal very different results. Conclusions include that one process does not fit all schools, that planners must be aware of and work with the dynamics of the community culture and politics, and that although the process is viable as a planning tool it may not always lead to the desired outcomes.

Committee: Thomas Wagner (Advisor) Subjects:

Doctor of Education , University of Dayton, 2024, Educational Administration

Collaboration with others is an integral part of our development as people. In the realm of education, collaboration among faculty and staff has been found to be an asset to developing shared goals and successful educational outcomes. This mixed method action research study explores the backgrounds and perceptions of educators in regard to collaborative experiences in a private high school setting. Through a combination of demographic surveys, semi-structured interviews, and a focus group, four main themes emerged. These were motivations for collaboration, external factors that affect collaboration, effective collaborative practices, and the impact of collaborative group makeup. These findings were utilized to develop an action plan to create regular effective collaborative communities in this educational setting.

Committee: Meredith Wronowski PhD (Committee Chair); Phillip Moss EdD (Committee Member); Matthew A. Witenstein PhD (Committee Member) Subjects: Adult Education; Behavioral Sciences; Communication; Curriculum Development; Education; Educational Leadership; Educational Theory; Gender; Organizational Behavior; School Administration; Secondary Education; Social Psychology; Teacher Education

Doctor of Education (EdD), Wright State University, 2024, Leadership Studies

This study explored the experiences and perceptions of faculty members at an institution of military education participating in a Faculty Learning Community (FLC) focused on educational technology utilization during the 2022-2023 academic year. As the Department of Defense (DoD) emphasizes the importance of technology capabilities and workforce development, understanding faculty experiences in these settings becomes crucial for effective technology integration in teaching and learning. Utilizing a participatory action research (PAR) design, the study collected data through faculty artifacts, researcher reflexive journals, semi-structured interviews, bi-monthly meeting minutes, videos, and presentation materials. The research questions focused on the change of participants' understanding of how technology supports teaching practices, and their experiences in an educational technology learning community. Findings from this study provide insights aimed at facilitating effective practices for faculty development and contribute to the ongoing conversation about technology integration in military education settings.

Committee: Yoko Miura Ed.D. (Committee Chair); Adedeji Badiru Ph.D. (Committee Member); Alice Grimes Ph.D. (Committee Member); Colleen Saxen Ed.D. (Committee Member) Subjects: Education; Educational Technology; Military Studies

EDD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

Although the majority of individuals in education fields are women, very few educational leadership positions are held by women. Therefore, the purpose of this study was to understand the lived experiences of women in educational leadership positions. The study aimed to explore women educational leaders' lived experiences, how they navigate barriers and opportunities, and how a community of women educational leaders can provide unique support to one another. This study utilized narrative action research to investigate the stories of five women educational leaders who held leadership positions ranging from teacher leader, building principal, and curriculum specialist. Members of the study participated in interviews, observations, reflections, and focus group sessions. The study uncovered the importance of community and mentorship on women leaders and ways structures can help grow those concepts in a school or district setting. Additionally, the study highlighted the value of collaboration to navigate barriers and provide opportunities. The study justifies how community and mentorship can be accomplished through collaboration. Women in educational leadership can impact a school or district and this study provides a call to action to dismantle oppressive structures in order to support women in furthering their leadership careers.

Committee: Shannon Navy (Committee Chair) Subjects: Educational Leadership

Doctor of Philosophy, The Ohio State University, 2023, Educational Studies

For many years, systemic academic achievement gaps between first-generation college students (FGS; e.g., students whose parents/guardians do not have four-year college degrees) and continuing-generation college students (CGS; e.g., students with at least one parent/guardian who has a college degree) have been documented. However, this literature does not consider the matriculation pathways of FGS in higher education. This is important, as many FGS begin their college careers in community college prior to transferring into four-year universities. The studies examining the educational psychology and academic performance of FGS only focus on FGS who matriculate into four-year universities as first-year students. Thus, it is necessary to examine how community college matriculation and transfer relates to the beliefs, perceptions, behaviors, and academic achievement of FGS in four-year universities. Researchers suggest that FGS, who often come from lower- and working-class backgrounds, tend to espouse collectivistic motives for attending college. These reasons can include wanting to make their families proud, honor their family names, and/or give back to their communities. This is in contrast to CGS, who tend to espouse more individualistic motives for attending college including identity exploration, personal enjoyment, and personal financial gain. According to cultural mismatch theory, the prevailing cultural value systems at four-year universities align more with the beliefs of CGS than FGS, which results in psychological and academic issues for FGS. However, there is preliminary evidence that community colleges offer a better fitting cultural environment for FGS, with the implication being that FGS who matriculate into community colleges prior to four-year universities may be buffered against the negative outcomes of cultural mismatch often documented in the literature. This prospect is, as yet, untested. To address this gap in the literature, I examined the (open full item for complete abstract)

Committee: Shirley Yu (Advisor); Eric Anderman (Committee Member); Christopher Wolters (Committee Member); Minjung Kim (Committee Member) Subjects: Educational Psychology

Doctor of Education , University of Dayton, 2023, Educational Administration

This mixed methods study focused on why mathematical outcomes for African American and Latinx students are substantially lower than any subgroup at an Ohio elementary school. A critical participatory action research design and phenomenological approach was used to uncover what teachers and administrators deemed effective in improving math instruction and quantifiable data that explored proficiency and growth of African American and Latinx students compared to their White peers. Results indicate that opportunity gaps and the absence of positive relationship between African American students and teachers negatively impact their mathematical performance. The proposed action plan calls for: ongoing professional learning on community cultural wealth, the adoption of CRP framework, weekly professional learning communities, after-school program, and alternate times and spaces for PTO meetings.

Committee: James Olive (Committee Chair); Clarissa Peterson (Committee Member); Meredith Wronowski (Committee Member) Subjects: African American Studies; African Americans; Curriculum Development; Education; Educational Leadership; Elementary Education; Mathematics Education; Minority and Ethnic Groups

Doctor of Philosophy, University of Toledo, 2023, Foundations of Education

The proliferation of educational technology currently marketed by textbook publishers reflects the neoliberal influence in higher education that emphasizes automated, standardized delivery and skills-based curriculum. Inclusive access programs are publisher developed digital packages that include access to digital course materials at a lower cost to the student, claiming to provide equitable access despite evidence that a digital divide still exists. This embedded single-case study is a critical analysis of the decision-making power of faculty and administrators as it relates to the adoption of inclusive access programs at a community college. The purpose is to explore if the adoption of inclusive access contributes to inequality in the form of digital structural violence. Hegemony is used as the theoretical framework. Data collection methods include student and faculty focus groups, faculty and administrator interviews, and faculty and student surveys. Findings indicate that while faculty members do hold some hegemonic power, the greater hegemonic force belongs to publishers and bookstores. Student data shows an appreciation for the lower cost and immediate access, but they prefer printed textbooks for academic reading. The data also suggests the possibility that inclusive access contributes to digital structural violence, but further research is needed.

Committee: Edward Janak (Committee Chair); Vicki Dagostino (Committee Member); Christine Fox (Committee Member); R. William Ayres (Committee Member) Subjects: Community Colleges; Education; Educational Sociology; Higher Education; Technology

Master of Arts (MA), Bowling Green State University, 2022, Sociology

One of the goals of state policymakers is to develop and retain an educated and productive workforce. The out-migration of highly educated adults, often referred to as a ‘Brain Drain,' has been a cause for concern among many policymakers in Ohio. If those who leave Ohio are more educated and highly skilled than those who remain or those who move in, the resulting imbalance could cause substantial economic hazards for the future. The majority of research on the internal migration of the educated population has focused on the state-to-state geographic patterns of internal migrant flow (e.g., Kodrzycki, 2001; Liaw & Frey, 2007; Venkatu & Fee, 2011), or the economic impact of the college educated on receiving states (e.g., Fikri & Lettieri, 2018; Florida 2017). But little is known about the patterns of lifetime migration specifically among Ohio's working-age population nor has there been an examination of the characteristics of those who have moved out of Ohio in recent years. This study utilizes 2015-2019 American Community Survey data to first examine how well Ohio retains and attracts college-educated, working-age adults, then identifies key sociodemographic characteristics of those who move out, those who move in, and those who remain in the state. Findings show that while Ohio is relatively successful at retaining its college-educated native-born, it is relatively unsuccessful at attracting college-educated in-migrants with an attraction ratio of just 36.44% (the 3rd lowest among U.S. states). Multivariate results support prior studies finding that those with higher levels of educational attainment are at greater risk of both out-migration and in-migration relative to remaining in Ohio. Additionally, among those with higher education, the risk of out-migration is greater than the risk of in-migration – providing some evidence that there is a brain drain occurring in Ohio. By combining information on the lifetime migration patterns of Ohioans, along with an analysis (open full item for complete abstract)

Committee: Kelly Balistreri Ph.D. (Committee Chair); Karen Guzzo Ph.D. (Committee Member); Wendy Manning Ph.D. (Committee Member) Subjects: Demography; Higher Education; Public Policy; Sociology

Doctor of Education, Miami University, 2020, Educational Leadership

Since the beginning of American education in the U.S., women often have been left out of educational prosperity. First, by excluding females from learning and working, and later by disregarding their capacity for educational leadership. The superintendency of American Schools is perplexing because women dominate the field of teaching whereas men hold the majority of superintendent roles. Although we are in the modern world of the twenty-first century, where women have gained the legal right to equality, gender discrimination exists. A great body of literature exists regarding female superintendents; however, there is a significant gap concerning female rural superintendents. Six female superintendents from rural school districts were invited to participate in this research study. Their stories paint unique portraits of their professional, gendered experiences as rural female superintendents. The purpose of this research study was to explore women's experiences in the rural superintendency, add female voice to history, and illuminate the prevalence of the feminine social injustice, often silenced by society's perception of the American superintendent. Each female rural superintendent's story was unique and intertwined with intersections of gender, leadership, and rurality. Through this narrative inquiry five common themes emerged: 1) The District Must be the Right Fit; 2) Other Women (Female Saboteurs); 3) The Good Old Boys' Club; 4) Loneliness; and 5) An Ethical Fighting Spirit of Determination, Grit, and Resilience. This research found that there are several challenges due to one's gender and those are amplified in the rural setting where a superintendent must wear several hats, manage a lack of resources, and survive the unique value system and culture established by each rural community. This study revealed that gender discrimination endures in the twenty-first century for female rural superintendents by both men and women, stemming from hist (open full item for complete abstract)

Committee: Kate Rousmaniere Dr. (Committee Co-Chair); Lucian Szlizewski Dr. (Committee Co-Chair); Sheri Leafgren Dr. (Committee Member) Subjects: Education; Education History; Educational Leadership; School Administration

Doctor of Philosophy, Miami University, 2020, Educational Leadership

Reentry research informing the practices of correctional programming has grown over the past twenty years into a field shaped by theories of criminology, psychology and, to a lesser degree, education. While discourses in criminology and psychology emphasize the development of strategies of individual responsibility and self-control, education holds the possibility of providing spaces (Szifris, 2018) in corrections that offer a unique opportunity to acquire qualifications, nurture social relations, and advance new prosocial identities. In this study, I applied Merriam's (1998) case study methodology to share the experience of reentry and education's role in that process within and around one transitional setting. Data were gathered through on-site observations, interviews with staff, and three rounds of interviews with individuals preparing for/experiencing re-entry. This study revealed that residents experienced reentry in multiple ways. Reentry at the community-based correctional facility (CBCF) was characterized by the experience of cognitive behavioral therapy (CBT) groups, focused on what Garland (2001) calls "responsibilization strategies" Residents also reported the belief that the specific CBCF in which they were incarcerated was different than other correctional facilities because the staff exhibited greater care and concern for their well-being. Additionally, reentry at the CBCF was shaped by the tension between two competing models of correctional treatment: a Therapeutic Community (TC) model and a CBT model. Research participants reported that education was vital to their reentry. Noting the importance of acquiring a job and the necessity of a high school diploma/GED or skills-training, participants argued that the CBCF's education program was a key aspect of their preparation for reentry. Following Szifris et al's (2018) call for greater educational theorizing in correctional spaces, this study utilized Biesta's (2010) framework for educations (open full item for complete abstract)

Committee: Joel Malin (Committee Chair); Kathleen Knight Abowitz (Committee Member); Lisa Weems (Committee Member); Daniel Hall (Committee Member) Subjects: Criminology; Education; Educational Leadership; Educational Theory; Ethics; Legal Studies; Philosophy; Political Science

Ph.D., Antioch University, 2020, Leadership and Change

This dissertation serves as a counter-narrative to the standard deficiency model in published research that characterizes most first-generation college students as feeble and unequipped when it comes to thriving in, persisting in, and graduating from college. This is one of the few studies that examines the success of first-generation college students from the students' perspective. First-generation college students who graduated from college participated in a Delphi study that addressed this question: What factors influence first-generation college students' ability to graduate college? Three rounds of data collection resulted in ten themes, roughly in order of importance based on feedback from study participants: Self Starter, Financial Support, Finding a Passion, Social Network, Self-Development, Cultural/Identity Development, Family, Campus Resources and Programs, Work, and Service. The dissertation concludes with three sets of recommendations for improving outcomes of first-generation college students, aimed respectively at secondary school personnel, college officials, and first-generation college students themselves. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/etd.

Committee: Jon Wergin Ph.D. (Committee Chair); Elizabeth Holloway Ph.D. (Committee Member); Michael Stebleton Ph.D. (Committee Member) Subjects: Education; Higher Education

Master of Science in Criminal Justice, Youngstown State University, 2019, Department of Criminal Justice and Consumer Sciences

This study was conducted to assess the effects of educational requirements for police officers on the number of citizen complaints received by police departments. Existing literature covers a number of ways in which education in general affects police behavior; however, very little pertains to the idea of measuring citizen complaints. Analysis will show high correlations between the two; however, significance levels do not support evidence of this theory. Additionally, one of the control variables used was found to be indicative of a possible correlation, warranting further research.

Committee: Patricia Wagner JD (Advisor); Richard Rogers PhD (Committee Member); Edward Villone MS (Committee Member) Subjects: Criminology; Education Policy; Educational Theory

PHD, Kent State University, 2019, College of Public Health

African Americans have a high burden of respiratory disease and are three times more likely to be hospitalized, visit emergency departments, or die from asthma compared to non-Hispanic whites, while those with chronic obstructive pulmonary disease (COPD) experience worse quality of life. Community-based interventions have shown great potential in addressing health issues within the African American community. Integrated interventions though beneficial, have limited feasibility and sustainability, mainly due to associated costs. Inexpensive strategies that require fewer resources should be explored further and evaluated for effectiveness. A low-cost strategy that continues to receive much attention is the use of mobile communication technology, mHealth, to monitor and provide support for chronic disease management. Technological interventions in African Americans with asthma have been conducted mainly in younger populations, while those for older adults with COPD are lacking. The purpose of this research was to form a partnership to assess burden and risk of asthma and COPD and to evaluate the feasibility of implementing an educational and text-messaging intervention in an urban African American Church community. The first aim described the process of establishing a partnership for a community-based intervention, and to assess the feasibility of using a two-step case finding technique to estimate the prevalence of asthma, COPD and smoking. Prevalence was estimated at 25.9% for asthma, 13.9% probable asthma, 9.6% for COPD, 23.1% probable COPD, and 31.9% for smoking. It was feasible to estimate prevalence and define an asthma and COPD cohort to recruit participants for the subsequent intervention study. The second aim evaluated disease and management knowledge and found it to be low. An increase in proportion of participants that answered questions correctly was noted post educational intervention, more so in those with asthma. The educational intervention increa (open full item for complete abstract)

Committee: Melissa Zullo PhD (Committee Chair); Vinay Cheruvu PhD (Committee Member); Peggy Stephens PhD (Committee Member); Darrick Willis B.S. R.S. (Committee Member) Subjects: African Americans; Epidemiology; Health Education; Public Health

Specialist in Education (Ed.S.), University of Dayton, 2019, School Psychology

Students from low socioeconomic communities often cannot access health services and do not have their basic physical needs met. Full service community schools (FSCS) aim to remedy this issue by providing resources to meet basic needs on public school grounds. The current study involved qualitative interviews with eight participants. The objective of this study was to examine the roles and views of these stakeholders regarding the FSCS initiative. Seven themes related to the research questions emerged from the research: (1) facilitation and collaboration, (2) hub team cooperation, (3) role satisfaction, (4) school personnel support, (5) positive outcomes, (6) implementation complexity, and (7) personal investment. This research is important in improving the experiences of employees in these schools in order to make the initiative more acceptable to school personnel and raising awareness about FSCS

Committee: Sawyer Hunley (Committee Chair); Susan Davies (Committee Member); Colleen Gallagher (Committee Member) Subjects: Educational Psychology

Doctor of Education, Ashland University, 2019, College of Education

The purpose of this study is to bring information to urban middle school principals and teachers that come from urban black church leadership to show what leadership style and recommendations can better address urban black middle school behaviors. This study investigates challenges that urban middle school teachers and principals face in motivating urban middle school students to exhibit positive behaviors al outcomes. Additionally, this study examines a unique group of urban middle school students who were once behaviorally challenged in the classroom, but began attending an urban black church and as a result encountered and began to work with and be mentors by three types of leaders within the urban black church (Senior Pastor, Youth Pastor, and Musical Director) and began displaying positive behaviors not only within the urban black church but also within the urban middle school for which they attended. This study examines the leadership styles of urban black church leadership to provide recoomendations to both urban middle school teachers and principals on ways in which to help urban middle school students achieve positive behavioral gains within urban middle schools.

Committee: James Olive PhD (Committee Chair); Judy Alston PhD (Committee Member); Rosaire Ifedi EdD (Committee Chair) Subjects: Educational Leadership; Middle School Education; School Administration

Doctor of Philosophy, The Ohio State University, 2019, Educational Studies

Rural students represent nearly one-quarter of the students educated by our nation's public education system, yet they are often underrepresented in educational policy research. Rural students are also underrepresented in the existing literature on postsecondary decision-making. This study aims to address these gaps in the literature by assessing how well Ohio's College Credit Plus (CCP) policy addresses the barriers to and supports for college enrollment of high school students in high-poverty rural areas. Findings from this research demonstrate the ways in which CCP's goals of increasing equity and efficiency compete with one another, the importance of considering context for policy implementation, and how the policy's unintended consequences create barriers for students in this study. Additionally, findings from this study provide insight to how these students' families, schools, and communities serve as supports for and barriers to their decision to attend college and for their execution of that decision. Findings from the research are used to recommend changes to Ohio's College Credit Plus policy that would better address rural students' supports and barriers to college enrollment and to encourage areas of future research to examine questions that remain unanswered.

Committee: Ann Allen (Advisor); Antoinette Errante (Committee Member); Linda Lobao (Committee Member); Bryan Warnick (Committee Member) Subjects: Education; Education Policy