Date of Award

5-2026

Degree Name

Doctor of Philosophy

Department

Educational Leadership, Research and Technology

First Advisor

Donna M. Talbot, Ph.D.

Second Advisor

Ramona Lewis, Ed.D.

Third Advisor

Kahler B. Schuemann, Ph.D.

Keywords

General systems theory, multiple case study, promise zones, qualitative

Abstract

This qualitative multiple case study examines three place-based Promise Programs situated in Midwestern community colleges to understand how they are designed, implemented, and experienced by staff and students. Guided by General Systems Theory, data are collected from program documents, archival sources, and 13 interviews with staff and students across three sites. Within- and cross-case analyses explore program origins, design features, partnerships, student supports, financial sustainability efforts, and outcome tracking. Findings show that: funding models shape eligibility and long-term stability; partnerships with K–12 districts, colleges, funders, and community organizations are essential for implementation; proactive supports, such as advising and mentoring, improve persistence; transparency and public trust reinforce sustainability; and outcome tracking enables continuous improvement and advocacy. Although each program reflects its local context, cross-case analysis reveals that program effectiveness depends on the alignment of these interdependent components.

This study contributes to Promise Program scholarship by extending a largely quantitative literature with qualitative insights into how local design choices and systemic feedback loops influence sustainability and student success. Implications include recommendations for policymakers and practitioners to align eligibility with stable funding, formalize partnerships, integrate proactive supports, maintain transparency, and prioritize outcome tracking. Future research should continue to examine Promise Programs as evolving systems, investigating how funding, governance, and supports interact to shape persistence, completion, and equity outcomes.

Access Setting

Dissertation-Open Access

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