Committee Chair

Taylor, Jessica N.

Committee Member

Crawford, Elizabeth K.; Rausch, David W.

Department

Dept. of Applied Leadership and Learning

College

College of Health, Education, and Professional Studies

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

The transition from high school to post-secondary paths represents a critical juncture in students’ lives, often influencing their future academic and career success. Despite its impact, many students struggle to make informed and confident decisions about their futures, especially those from rural and low socioeconomic backgrounds. The College and Career Development Program (CCDP) at York Institute in Jamestown, Tennessee, was established to address this gap by providing students with the knowledge, resources, and support necessary to navigate this complex transition. Findings from this study determined the effectiveness of the CCDP in supporting students’ academic and career aspirations, focusing on student outcomes such as college enrollment, ACT scores, career preparedness, and overall satisfaction with the program. By analyzing program participation, engagement, and long-term impact, the researcher aimed to identify strengths, challenges, and areas for improvement. Additionally, the findings will contribute to the growing body of research on college and career readiness, offering insights that can inform the development and refinement of similar programs nationwide. The evaluation underscored the importance of such programs in equipping students with the critical skills and knowledge necessary for success in today’s evolving academic and professional landscapes.

Acknowledgments

I would like to express my heartfelt gratitude to the faculty and staff of the LEAD program for their unwavering support and guidance throughout my academic journey. To Dr. Rausch, Dr. Crawford, and Dr. Harbison, thank you for your exceptional leadership, wisdom, and encouragement. Your dedication to fostering an inclusive and empowering environment for adult learners has made all the difference in my ability to complete this research. To my chair, Dr. Taylor, I don’t even know where to begin. You have been more than a mentor—you have been a constant source of support and motivation throughout this entire process. You made time for me whenever I needed it and never gave up on me, even when I was very pregnant or holding a crying newborn during our Zoom calls. Thank you for your patience, encouragement, and steady guidance. I am deeply grateful for everything you have done to help me reach this memorable milestone.

Degree

Ed. D.; A research project of practice submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education.

Date

5-2026

Subject

Career development; Educational counseling; Student counselors; Vocational guidance--United States

Keyword

College and career development program; college and career development; school counseling; high school counseling

Discipline

Educational Assessment, Evaluation, and Research

Document Type

Doctoral dissertations

DCMI Type

Text

Extent

xiv, 143 leaves

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by/4.0/

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