A Quantitative Analysis of the Relationship among Sources of Aid and Predictors of Student Veteran Graduation and Persistence

This study uses multinomial logistic regression models to identify significant predictors of graduation and persistence for veteran and military-aligned students (n=1141) at one veteran-friendly, not-for-profit institution. Several statistically significant predictors of graduation and persistence for veteran and military-aligned students are unique when compared to the literature on the general student population, such as the positive effect of part time enrollment and the negative effect of continuous enrollment. In addition, comparisons are made among subgroups of the students based on the source of their financial aid (government, institutional, no veteran or military aid). Distinct policies designed to assist veteran and military-aligned students are suggested as well as individual policies to support subgroups of these students. Unique institutional policies that may have a positive impact on the subgroups of students include encouragement for part time enrollment for veteran and military-aligned students who are not using government funded veteran and military aid and assistance with stop outs and returns for those using government funded veteran and military aid. Federal policy implications such as the impact of the 36 month limit on Post-9/11 GI Bill funding are discussed.