Date of Award

12-11-2025

Degree Type

Dissertation

Degree Name

Doctorate of Education (Ed.D.)

Department

Educational Leadership

First Advisor

Terrance McNeil

Abstract

This qualitative comparative case study examined the sharp decline in Tennessee's college-going rates (CGR), which fell from a high of 64.4% in 2015 to a low of 52.8% in 2021, creating significant concern for the state's workforce and economic future. Despite state initiatives and the presence of school counselors and grant-funded college access programs, substantial disparities in post-secondary enrollment persist, especially across the state's rural counties. Using the American School Counselor Association’s (ASCA, 2003) National Model as a theoretical framework, this research examined the processes and perspectives of school counselors and college access professionals in the top and bottom 10% of rural Tennessee counties with embedded access programs by CGR. By identifying the differences in their approaches and experiences, this research uncovered successful, replicable practices that can inform policymakers and education leaders on how to increase college access, promote educational equity, and bolster college-going rates not only in rural counties but potentially throughout the state and country. The data revealed three primary themes impacting college-going: family influence, school culture, and geographic and accessibility concerns.

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