PEDAR: Executive Summary Persistence and Attainment of Beginning Students With Pell Grants
Institution Type, Pell Grant Award Amounts, and Other Financial Aid
Academic Background and Enrollment Characteristics
Persistence Risk Factors
Three-Year Rates of Persistence
Persistence at 4-Year Institutions
Private Not-For-Profit 4-Year Institutions
Public 4-Year Institutions
Persistence at Less-Than-4-Year Institutions
Persistence of Pell Grant Recipients Receiving Other Financial Aid or Parental Support
Relationship of Specific Variables to Persistence
Research Methodology
Full Report (PDF)
Executive Summary (PDF)

Considering all low- and middle-income beginning students who were enrolled at 4-year institutions in 1995–96, no differences in 3-year persistence rates were detected between Pell Grant recipients and nonrecipients. Furthermore, with one exception, no differences were detected in persistence between Pell recipients and nonrecipients when taking into account either SAT I/ACT composite test scores or high school curriculum. The exception was for those who scored in the lowest SAT I/ACT quartile: Pell grant recipients were less likely than nonrecipients to leave postsecondary education without a degree (16 versus 26 percent).

next section