2015-2022 University System of Georgia Comprehensive University HOPE Scholarship Graduates, Their Majors, and Alignment with Georgia's Essential Workforce Needs
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Authors
Wooten, Brian M.
Issue Date
2024-11-18
Type
Dissertation
Language
en_US
Keywords
Public administration , Educational leadership , Scholarships--Georgia , Dissertations, Academic--United States , Student aid , Academic achievement , College students , Universities and colleges--Georgia , Education, Higher , College dropouts , Sex differences in education , Georgia , Educational equalization , University System of Georgia , African American college students , Quantitative research , Educational statistics , Policy studies
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Abstract
The Helping Outstanding Pupils Educationally (HOPE) scholarship marked a significant advancement in education by offering expanded opportunities for Georgia students earning a high school GPA of 3.00 or higher to attend a University System of Georgia (USG) institution. This quantitative study examined individuals who earned a bachelor's degree from a USG comprehensive institution between 2015 and 2022 (N = 1500). The analysis concentrated on major selections of graduates who maintained the HOPE scholarship, those who lost the scholarship before completing their degree, and those who never received the HOPE scholarship. The findings suggest that a higher percentage of individuals who maintained the HOPE scholarship earned bachelor’s degrees. Individuals earning bachelor’s degrees in STEM and physical education/human services lost the HOPE scholarship in greater numbers than in all other majors. In addition, females earned degrees in nursing and education in higher numbers than men, while men earned degrees in business and STEM in greater numbers than women. The group with the lowest percentage of individuals earning a bachelor’s degree while maintaining the HOPE scholarship were Black or African/American men. Increased attention on supporting students to maintain the HOPE scholarship and specific interventions connected to assisting students to fully understand potential career trajectories are recommended. Finally, recommendations for expanded research opportunities are outlined.
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.