Institutions are increasingly searching for strategies for using institutional financial aid awards to improve graduation in four years. The purpose of this study was to examine the relationship between institutional award programs with graduation in four years. Furthermore, there was investigation into any interaction that existed between ethnicity, Expected Family Contribution (EFC), and the type of award on graduation in four years. Covariates were tested from a theoretical framework that included elements from sociological and economic theories, academic components, and the concept of liquidity constraints. Data was queried from the student information system at the selected site for students who were first-time in college, full-time students for summer 2015 or fall 2015, who enrolled full-time in fall 2015, were classified as in-state for tuition purposes, and filed the 2015-2016 FAFSA. A random sample yielded 490 student records for analysis. Logistic regression was used to test for relationships. When considering all covariates, the type of institutional award program showed no statistical significance in relation to four-year graduation rates. There was no evidence that ethnicity and/or EFC had a moderating effect on type of award for graduation in four years.
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Doctor of Education (Ed.D.)
College of Community Innovation and Education
Educational Leadership and Higher Education
Educational Leadership; Higher Education Track
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Herrod, Dawn, "An Examination of the Relationship Between Institutional Financial Aid Programs and Four-Year Graduation Rates" (2021). Electronic Theses and Dissertations, 2020-. 878.