School of Education


Doctor of Education in Educational Leadership (EdD)


Constance Pearson


College Readiness Programs, Persistence, Diversity, Achievement Gap


Education | Educational Leadership


The purpose of this intrinsic multiple case study is to investigate the impact of college readiness programs on the persistence of Black college graduates. The theory guiding this study is Keller’s ARCS Model of Motivational Design. This theory was used to determine the motivation of former college readiness program participants and their persistence to college completion. Keller’s ARCS model of motivational design will act as the framework of this research to answer the research questions: How does participation in a college readiness program impact participant persistence through college and how do participants describe their motivation as it relates to persisting through college? Purposeful criterion sampling was used to select participants who will share their experiences in CRPs. Data was collected through semi-structured, open-ended interviews, one focus group interview, and college readiness program document analysis. From the data, I described the participants’ perceptions within CRPs and developed common themes. Study findings, limitations, implications, and recommendations for future research is also discussed. This study also addressed the overall gap in research that makes this dissertation relevant to the field of education.