Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Gloria Kieley

Committee Member

Sherilyn Poole

Committee Member

Kimberly Durham

Keywords

academic support services, academic success, mentors, high school graduates

Abstract

The purpose of this qualitative study was to investigate the experiences of Jobs for America’s Graduate (JAG) instructors and high school graduates who participated in the 12-month follow-up phase after graduation. The follow-up phase allowed JAG graduates and JAG instructors to remain connected by monthly contact for a year after graduation. JAG instructors provided ongoing support out of the school walls to JAG graduates by offering guidance counseling, providing employment assistance, and being a support system for the students.

The researcher recruited 10 JAG instructors for the study who had conducted follow-up services for JAG graduates. Participants answered questions in individual interviews pertaining to the impact of follow-up services for JAG graduates and concerns regarding the 12-month follow-up phase. The results indicate that JAG instructors believed conducting follow-up had a positive impact on the trajectory of a high school graduate’s life as a young adult. Study findings also revealed the limited access of JAG graduates and JAG instructors, along with the concern of the length of time to conduct follow-up.

This research study highlighted the areas of improvement for JAG to gain a more indepth and beneficial way to conduct follow-up. Based on the shared lived experiences of the JAG instructors it is recommended to include the JAG instructors in the modification of conducting follow-up. Additionally, it is important to implement best practices that are relevant to today’s JAG graduates so they can be successful while participating in the ongoing support.

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