Date of Award

2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Tara Kent, Ph.D.

Second Advisor

Dr. Gregory Barton, Ed.D.

Third Advisor

Dr. Sonaliz Morel-Baker, Ed.D.

Abstract

Students’ financial literacy and academic success are essential determinants of their ability to offer socio-economic value and afford college. One of the burning concerns in college education for years has been the differences in the funding difficulties that students experience based on whether the college is located in an urban or suburban setting. This quantitative study focuses on the difference in graduation rates of Pell-eligible first-time students enrolled in private four-year institutions in urban areas compared to suburban areas. Focusing mainly on urban and suburban environments, the investigation is mainly concerned with understanding the role of locations of universities in shaping students' opportunities for success in continuing their education and in the future. The study targets private medium-sized universities offering four-year programs for students within a population of 2500 to 15000 and explores the relationship between contextualized financial constraints and graduation rates among these students. The findings of this study indicate that the number of eligible first-year Pell Grant students was not significantly different between urban and suburban institutions. Likewise, it did not find the variation of graduation rates across groups in the two geographic locations, and therefore, it can be concluded that the graduation rate may not in fact be affected by geographic location. The results of the study are relevant to higher education, policy, and practice since the results offer significant information on the effect of geographic location on academic success and graduation rates of Pell Grant recipient first-year private four-year institutions. The study suggests another research work that could employ qualitative interviews or focus group studies to get more information on the students’ attitude, concerns, and overall satisfaction with the existing financial assistance system. Furthermore, the study suggests extending the research beyond the current higher education climates to increase the chances of identifying how financial aid affects college outcomes.

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