{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/130106"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/130106","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Finishing school: analysis of the “Complete to Compete” completion grant program at Elgin Community College","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-08-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-08-01","abstract_has_math":false,"creators":["Davin, David"],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Pak, Yoon","Hood, Denice W","Huang, David","Kang, Hyun-Sook"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-07-17","date_published":"2025-07-17","updated_at":"2026-07-22T22:25:06Z","subjects":["Completion Program","Complete To Compete","Retention","Stop-out","Persistence","Community College","Queering"],"languages":["en","eng"],"rights":["Copyright 2025 David Davin"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/130106","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pak, Yoon","Hood, Denice W","Huang, David","Kang, Hyun-Sook"]},{"key":"dc:creator","label":"Author","values":["Davin, David"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-07-17","2025-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Completion Program","Complete To Compete","Retention","Stop-out","Persistence","Community College","Queering"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 David Davin"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/130106"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-08-01","The student, David Davin, accepted the attached license on 2025-07-16 at 18:55.","The student, David Davin, submitted this Dissertation for approval on 2025-07-16 at 19:01.","This Dissertation was approved for publication on 2025-07-17 at 16:41.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22619 on 2025-10-25 at 15:31:03","This dissertation investigates the Complete to Compete (C2C) completion grant program at Elgin Community College (ECC), specifically targeting community college students facing financial barriers to graduation. Utilizing simple data analysis and a qualitative approach, the study analyzes institutional graduation data, survey responses, and student interviews to examine how direct financial support influenced student persistence and degree completion. Results from the institutional data indicate that the C2C program was associated with higher graduation outcomes, with 82.5% of participating students completing their degrees compared to the institution’s historical average of 47.5%. Survey and qualitative findings revealed that the C2C program provided critical financial relief, reduced students' stress, enhanced academic engagement, increased institutional validation, and encouraged future-oriented planning. These holistic supports contributed substantially to the students’ improved academic outcomes. The research also critically examines the broader equity implications of such programs within higher education frameworks. Applying the concept of Whiteness as property (Harris, 1993), the study highlights how traditional institutional structures disproportionately disadvantage racially and socioeconomically marginalized students. In doing so, this dissertation argues for reimagining higher education equity through a \"queering\" lens—questioning conventional norms and advocating for systemic change in policy and practice."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Finishing school: analysis of the “Complete to Compete” completion grant program at Elgin Community College"]}]}],"canonical_facts":{"dc:contributor":["Pak, Yoon","Hood, Denice W","Huang, David","Kang, Hyun-Sook"],"dc:creator":["Davin, David"],"dc:date":["2025-07-17","2025-08"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-08-01","The student, David Davin, accepted the attached license on 2025-07-16 at 18:55.","The student, David Davin, submitted this Dissertation for approval on 2025-07-16 at 19:01.","This Dissertation was approved for publication on 2025-07-17 at 16:41.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22619 on 2025-10-25 at 15:31:03","This dissertation investigates the Complete to Compete (C2C) completion grant program at Elgin Community College (ECC), specifically targeting community college students facing financial barriers to graduation. Utilizing simple data analysis and a qualitative approach, the study analyzes institutional graduation data, survey responses, and student interviews to examine how direct financial support influenced student persistence and degree completion. Results from the institutional data indicate that the C2C program was associated with higher graduation outcomes, with 82.5% of participating students completing their degrees compared to the institution’s historical average of 47.5%. Survey and qualitative findings revealed that the C2C program provided critical financial relief, reduced students' stress, enhanced academic engagement, increased institutional validation, and encouraged future-oriented planning. These holistic supports contributed substantially to the students’ improved academic outcomes. The research also critically examines the broader equity implications of such programs within higher education frameworks. Applying the concept of Whiteness as property (Harris, 1993), the study highlights how traditional institutional structures disproportionately disadvantage racially and socioeconomically marginalized students. In doing so, this dissertation argues for reimagining higher education equity through a \"queering\" lens—questioning conventional norms and advocating for systemic change in policy and practice."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/130106"],"dc:language":["en","eng"],"dc:rights":["Copyright 2025 David Davin"],"dc:subject":["Completion Program","Complete To Compete","Retention","Stop-out","Persistence","Community College","Queering"],"dc:title":["Finishing school: analysis of the “Complete to Compete” completion grant program at Elgin Community College"],"dc:type":["text"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:06Z"}