Date of Conferral

7-21-2026

Date of Award

July 2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Katherine Garlough

Abstract

The problem that was addressed through this study is that despite the widespread availability of college and career readiness (CCR) programs in high schools, these programs are inconsistently designed, implemented, and aligned at the school level. Grounded in Conley’s CCR framework, the purpose of this study was to explore high school educational leaders’ perceptions on the design, implementation, and alignment of CCR programs within their schools. For this basic qualitative design, data were collected through semistructured interviews with 15 educational leaders including administrators, counselors, and department heads. Data were analyzed using Braun and Clarke’s six-phase thematic analysis with the following themes emerging: (a) Participants perceived that CCR programming included multiple pathways to support students’ college and career interests, but coordination across programs and schools was inconsistent, (b) CCR programming is implemented inconsistently across grade levels, (c) some students do not know how to access CCR opportunities, (d) many students do not begin CCR planning early enough to align educational and career goals, and (e) students participate in CCR programming when it is hands-on and work-based learning experiences. The findings may improve design, implementation and alignment of CCR. More equitable and coordinated CCR programs may better prepare students for postsecondary education and workforce opportunities, contributing to positive social change as communities may benefit from educated young people.

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