This study analyzed the perceptions of 13 school staff and their experiences with the implementation of GEAR UP TN. The primary purpose of this study was to examine how program activities and services are being sustained after funding for GEAR UP TN ceased.
Qualitative methodology guided this study. This approach allowed for the perspectives and lived experiences of the school staff to be voiced and heard. Data collected included their stories based on semistructured interviews and observations.
Findings are presented in 4 themes that pertain directly to the research questions regarding key elements that contributed to program continuation, procedures that initiated program continuation, organizations in a collaborative that were sustained after funding, and program services not continued. In this specific case there continues to be school district support, community support, parental support, and a level of financial and technical support from other funding sources.
Recommendations based on the results of the study are (1) implement college visits, ACT workshops, dual enrollment classes, and parent FAFSA workshops to create a college going culture; (2) gain support from the school board, parents, and the community; (3) maintain sufficient financial and human resources for precollege access programs and services; and (4) build partnerships with local colleges and universities.
","abstract_html":"<p>This study analyzed the perceptions of 13 school staff and their experiences with the implementation of GEAR UP TN. The primary purpose of this study was to examine how program activities and services are being sustained after funding for GEAR UP TN ceased.</p> <p>Qualitative methodology guided this study. This approach allowed for the perspectives and lived experiences of the school staff to be voiced and heard. Data collected included their stories based on semistructured interviews and observations.</p> <p>Findings are presented in 4 themes that pertain directly to the research questions regarding key elements that contributed to program continuation, procedures that initiated program continuation, organizations in a collaborative that were sustained after funding, and program services not continued. In this specific case there continues to be school district support, community support, parental support, and a level of financial and technical support from other funding sources.</p> <p>Recommendations based on the results of the study are (1) implement college visits, ACT workshops, dual enrollment classes, and parent FAFSA workshops to create a college going culture; (2) gain support from the school board, parents, and the community; (3) maintain sufficient financial and human resources for precollege access programs and services; and (4) build partnerships with local colleges and universities.</p>","abstract_has_math":false,"creators":["Craig, Flora R, Mrs"],"institution":null,"degree_name":"EdD (Doctor of Education)","degree_level":"Dissertation - unrestricted","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-12-01T08:00:00Z","date_published":"2013-12-01T08:00:00Z","updated_at":"2026-07-24T02:20:06Z","subjects":["GEAR UP Tennessee","P-16 Initiatives","Postsecondary Education","College Access","CollegeforTN.org","Precollege Outreach Programs","Higher Education"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/1780","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Craig, Flora R, Mrs"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-09-06T07:00:00Z"]},{"key":"dc:date.issued","label":"Date","values":["2013-12-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD (Doctor of Education)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["GEAR UP Tennessee","P-16 Initiatives","Postsecondary Education","College Access","CollegeforTN.org","Precollege Outreach Programs","Higher Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/2427/viewcontent/CraigF092313f.pdf","https://dc.etsu.edu/etd/1780"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study analyzed the perceptions of 13 school staff and their experiences with the implementation of GEAR UP TN. The primary purpose of this study was to examine how program activities and services are being sustained after funding for GEAR UP TN ceased.
Qualitative methodology guided this study. This approach allowed for the perspectives and lived experiences of the school staff to be voiced and heard. Data collected included their stories based on semistructured interviews and observations.
Findings are presented in 4 themes that pertain directly to the research questions regarding key elements that contributed to program continuation, procedures that initiated program continuation, organizations in a collaborative that were sustained after funding, and program services not continued. In this specific case there continues to be school district support, community support, parental support, and a level of financial and technical support from other funding sources.
Recommendations based on the results of the study are (1) implement college visits, ACT workshops, dual enrollment classes, and parent FAFSA workshops to create a college going culture; (2) gain support from the school board, parents, and the community; (3) maintain sufficient financial and human resources for precollege access programs and services; and (4) build partnerships with local colleges and universities.
"]},{"key":"dc:title","label":"Title","values":["A Qualitative Study of School Staff Perceptions of Lasting Effects after Implementation of GEAR UP in Five Rural East Tennessee Counties"]}]}],"canonical_facts":{"dc:creator":["Craig, Flora R, Mrs"],"dc:date.available":["2013-09-06T07:00:00Z"],"dc:date.issued":["2013-12-01T08:00:00Z"],"dc:description.abstract":["This study analyzed the perceptions of 13 school staff and their experiences with the implementation of GEAR UP TN. The primary purpose of this study was to examine how program activities and services are being sustained after funding for GEAR UP TN ceased.
Qualitative methodology guided this study. This approach allowed for the perspectives and lived experiences of the school staff to be voiced and heard. Data collected included their stories based on semistructured interviews and observations.
Findings are presented in 4 themes that pertain directly to the research questions regarding key elements that contributed to program continuation, procedures that initiated program continuation, organizations in a collaborative that were sustained after funding, and program services not continued. In this specific case there continues to be school district support, community support, parental support, and a level of financial and technical support from other funding sources.
Recommendations based on the results of the study are (1) implement college visits, ACT workshops, dual enrollment classes, and parent FAFSA workshops to create a college going culture; (2) gain support from the school board, parents, and the community; (3) maintain sufficient financial and human resources for precollege access programs and services; and (4) build partnerships with local colleges and universities.
"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/2427/viewcontent/CraigF092313f.pdf","https://dc.etsu.edu/etd/1780"],"dc:rights":["Copyright by the authors."],"dc:subject":["GEAR UP Tennessee","P-16 Initiatives","Postsecondary Education","College Access","CollegeforTN.org","Precollege Outreach Programs","Higher Education"],"dc:title":["A Qualitative Study of School Staff Perceptions of Lasting Effects after Implementation of GEAR UP in Five Rural East Tennessee Counties"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - unrestricted"],"thesis:degree_name":["EdD (Doctor of Education)"]},"updated_at":"2026-07-24T02:20:06Z"}