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PEDAR: Executive Summary Persistence and Attainment of Beginning Students With Pell Grants
Introduction
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
References
Full Report (PDF)
Executive Summary (PDF)
Introduction


Seven characteristics have been shown to be associated with leaving postsecondary education without a degree (Horn and Premo 1995): not graduating from high school (or finishing with a GED or high school completion certificate), delaying enrollment in postsecondary education, being financially independent (i.e., for financial aid purposes), having dependents other than one’s spouse, being a single parent, attending part time, and working full time while enrolled. Among low- and middle-income beginning students, Pell Grant recipients were more likely than nonrecipients to have each of these persistence risk factors except for full-time employment and part-time enrollment. Recipients also had a higher average number of risk factors than did nonrecipients. Recipients’ likelihood of having such factors varied by institution type, with those at less-than-4-year institutions more likely than those at 4-year institutions to be at risk. Within each institution type, however, Pell Grant recipients were more likely than nonrecipients to be independent, to have children, and to be single parents.


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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education