Date of Conferral
Doctor of Education (Ed.D.)
Since the introduction of the Post-9/11 G.I. Bill, veteran student support services have expanded in higher education in response to the growing veteran student population and to improve the academic achievement of veteran students. The problem addressed in this study was a lack of knowledge regarding the effect of veteran students' participation in veteran student support services on veterans' academic achievement at selected colleges in Maryland. Using a theoretical foundation of Pascarella and Terenzini's within-college framework, the research question examined the effects of veteran students' participation in veteran student support services on their academic achievement as measured by their grade point average. A quantitative causal-comparative design and a veteran student sample of N = 128 were used to determine if veteran student support services affect veteran students' academic achievement. Archival data from 2 higher education institutions in the state of Maryland were collected for this study. Results of a one-way ANOVA showed no significant difference in the academic achievement of veteran students who participated and who did not participate in veteran student support services. The findings from this study may lead to positive social change for veteran students in the state of Maryland and across the United States by providing an empirical basis for the need for improvements of veteran students support services in higher education.