Persistence to Graduation: Does Financial Aid Matter?

This mixed methods research study used a QUAN-QUAL Model to examine the impact that various factors have on student persistence to graduation in postsecondary education. A documentary research approach was used to collect existing data for first-time full-time freshmen in the Fall 2008 Cohort who graduated within six years at a private Historically Black College or University. A correlational research design was employed to determine if a significant relationship existed between the dependent variables—Persistence to Graduation within Six Years and Final GPA at Time of Degree Completion and independent variables. Descriptive statistical analyses were used to describe, summarize, and interpret the data collected. A case study research approach was used to gain an in-depth understanding into the real-life experiences of a small group of students who did not graduate within six years and who were still persisting toward degree attainment. Selected findings revealed that persistence to graduation within six years was significantly and positively related to the number of occurrences of financial aid awarded. As the number of financial aid occurrences decreased, the number of years to graduate decreased. Alternatively, an increase in the number of financial aid occurrences resulted in an increase in years to graduate