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)

Among low- and middle-income beginning students enrolled at public 4-year institutions, differences were found among students scoring in the lowest and middle quartiles on their entrance exams: Among those scoring in the lowest quartile, Pell Grant recipients were less likely to leave without a degree (15 versus 28 percent), while among those scoring in the middle quartiles, Pell Grant recipients were more likely to leave without a degree (17 versus 12 percent). However, in neither of these test score groups (lowest or middle quartiles) were differences detected in the likelihood of remaining enrolled at an institution of the same level or higher.

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