Date of Award

6-2-2025

Degree Type

Dissertation

Degree Name

Doctorate of Education (Ed.D.)

Department

Educational Leadership

First Advisor

Terrance McNeil

Abstract

This qualitative comparative multi case study examined how institutional practices, leadership philosophies, and academic support systems affect Pell Grant recipients' student success at Atlantic A&M University (AAMU) and Heritage State University (HSU). Based on Swail's Geometric Model of Student Persistence and Achievement, the study examined cognitive, institutional, and social factors of student success using institutional data, NCES datasets, and two former HBCU presidents' perspectives. Semi-structured interviews with former tenured HBCU presidents illuminated how financial constraints, performance-based accountability metrics, and admissions standards shaped campus strategies from 2012 to 2021. The study examined first-time, first-year Pell Grant recipients' graduation outcomes, standardized test scores, entry GPAs, and academic support utilization from 2012 to 2015. AAMU had better academic support infrastructure and higher graduation rates, but its inability to monitor tutorial services before 2021 hindered data-driven decision-making. Although HSU kept academic support data, it struggled to translate services into student outcomes. Results show how data infrastructure, leadership commitment, and institutional context affect equity-driven student success. This study provides practical advice for HBCU leaders and legislators seeking to boost low-income students' persistence and completion rates through data-driven interventions. The significance of this study extends into the broader HBCU ecosystem, informing the ongoing work of the My HBCU Matters Scholar Academy, the Future of HBCUs Matter Scholar Academy (for High School students) programs within the Our HBCUs Matter Foundation, Inc. and the National Institute of HBCU Success Plan.

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