University of Illinois Urbana-Champaign

Finishing school: analysis of the “Complete to Compete” completion grant program at Elgin Community College

Davin, David

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https://hdl.handle.net/2142/130106

Description

Title
Finishing school: analysis of the “Complete to Compete” completion grant program at Elgin Community College
Author(s)
Davin, David
Issue Date
2025-07-17
Director of Research (if dissertation) or Advisor (if thesis)
Pak, Yoon
Doctoral Committee Chair(s)
Pak, Yoon
Committee Member(s)
  • Hood, Denice W
  • Huang, David
  • Kang, Hyun-Sook
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
completion program, complete to compete, retention, stop-out, persistence, community college, queering
Abstract
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.
Graduation Semester
2025-08
Type of Resource
Thesis
Handle URL
https://hdl.handle.net/2142/130106
Copyright and License Information
Copyright 2025 David Davin

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