NATIONAL CENTER FOR EDUCATION STATISTICS

Statistical Analysis Report March 1996

Descriptive Summary of 1989–90

Beginning Postsecondary Students:

Five Years Later

With an Essay on Postsecondary Persistence and

Attainment

Lutz K. Berkner

Stephanie Cuccaro-Alamin

Alexander C. McCormick

MPR Associates, Inc.

Larry G. Bobbitt

Project Officer

National Center for Education Statistics
U.S. Department of Education

Office of Educational Research and Improvement NCES 96-155
iii

Foreword

This report describes the status after 5 years of the diverse groups of students who first entered

postsecondary education during the academic year 1989–90. It describes their economic and demographic

characteristics, their educational objectives, the types of institutions they attended, their experiences

while enrolled, and their persistence and attainment through the spring of 1994. In addition, this report

describes the work experiences of these first-time students, both while enrolled and after they left

postsecondary education.

The data for this report were drawn from the second follow-up of the 1990 Beginning Postsecondary

Students (BPS) Longitudinal Study conducted in the spring of 1994. The BPS sample was drawn from students

who participated in the 1990 National Postsecondary Student Aid Study (NPSAS), a nationally representative

cross-sectional survey of graduate and undergraduate students. 

The 1990 BPS Study included not only students who enrolled immediately after high school, but also

students who delayed their postsecondary studies. Thus, this study is a departure from previous National

Center for Education Statistics (NCES) longitudinal studies of high school cohorts, in that it provides

information for a steadily growing segment of the postsecondary student population—those who delay their

initial entry into postsecondary education. Students in both academic and vocational programs are

represented in the survey.

This report begins with an essay that describes the persistence and attainment of the 1989–90

beginning students in postsecondary education after 5 years. The essay explores persistence and attainment

rates from several different perspectives and examines the factors associated with lower rates of

completion among nontraditional students. Following the essay is a compendium of tables which provide more

detail about persistence and attainment, student characteristics, educational financing, employment

experiences, marriage, family formation, civic participation, and graduate education.

 The estimates presented in this report were produced using the public access BPS:90/94 Data Analysis

System (DAS). The DAS is a microcomputer application that allows users to specify and generate their own

tables from the BPS data. The DAS produces design-adjusted standard errors necessary for testing the

statistical significance of differences shown in the tables. Additional information about the DAS, and

how it may be obtained, is included in appendix C of this report.

We hope that the information provided in this report will be useful to a wide range of interested

readers, and that the results reported here will encourage others to use the BPS data. We welcome

recommendations for improving the format, content and analytic approach to make the subsequent descriptive

reports more informative and accessible.
iv

Acknowledgments

The authors wish to gratefully acknowledge the assistance of staff members of the National Center

for Education Statistics in the preparation of this report. We owe special thanks to Larry Bobbitt, Project

Officer, and C. Dennis Carroll, Branch Chief, of the Postsecondary Longitudinal Studies Branch for their

guidance and help throughout all phases of the report. Robert Burton, Susan Ahmed, Mary Frase, and Marilyn

McMillen reviewed the draft of the report in detail and offered many helpful suggestions to improve it.

We also wish to thank the members of the Beginning Postsecondary Students Longitudinal Study

technical review panel for their contributions to the planning of the study and the direction of the

report. Dan Goldenberg at the Planning and Evaluation Service, U.S. Department of Education, and Carol

Fuller at the National Association of Independent Colleges and Universities also reviewed the text and

provided helpful comments. 

The data collection and analysis of the Beginning Postsecondary Students Longitudinal Study was

the joint effort of MPR Associates and Research Triangle Institute, which conducted the data collection

and prepared the data files. We wish to thank Daniel Pratt, the project director for the second follow-up

atResearch Triangle Institute, as well as Joe Simpson and Al Bethke, for their hard work, expertise, and

cooperative spirit in all aspects of the project.

We wish to acknowledge the staff at MPR Associates who made this report possible. We thank each of

them for their hard work, patience, and humor. The programming of the variables was the responsibility of

Ellen Liebman and Vicky Dingler. Phil Pierpont and Ron Moscowitz assisted with data checking and running

tables. Andrea Livingston and Karyn Madden edited the various drafts. Dawn Cayabyab, Don Eike, Sanjay

Kothari, Laura Mihailoff, Leslie Retallick, Lynn Sally, Mary Sukkestad, and Connie Yin produced the

figures, formatted the tables, and typed the text. Simone Figueroa coordinated the production of the

report and produced the glossary. The guidance of Susan Choy and Laura Horn was invaluable. We thank these

staff members for their efforts and the other staff at MPR for their support.
v

Table of Contents

Page

Foreword ................................................................... iii

Acknowledgments ........................................................... iv

List of Tables .............................................................. vii

List of Figures............................................................. xxii

The Educational Persistence and Attainment of 1989–90 Beginning Postsecondary 

Students After Five Years

Introduction ............................................................ 1

Overall Student Attainment and Persistence in Postsecondary 

 Education After 5 Years.................................................. 2

Student Persistence and Institutional Retention................................. 4

Transfers and Changing Institutions ......................................... 7

Degree Programs and Objectives............................................ 8

Changing Programs and Degree Objectives................................... 10

Enrollment Continuity ................................................... 12

Average Enrollment Time ................................................ 14

Student Characteristics and Persistence According to Sector..................... 15

Nontraditional Students and Risk of Attrition................................. 18

Persistence Toward the Bachelor’s Degree at 4-Year

 Institutions ........................................................... 22

Summary and Conclusion ................................................ 28

Table Compendium

Part I: Supplemental Persistence and Attainment Tables

Section 1: Overall Persistence and Attainment of Highest Degree—Total........... 31

Section 2: Overall Persistence and Attainment of Highest Degree—By Sectors...... 38

Section 3: Overall Persistence and Attainment of First Degree.................... 51

Section 4: Overall Persistence and Attainment Including Transfer Status........... 55

Section 5: Attainment and Retention at the First Institution ...................... 59

Section 6: Persistence and Attainment of a Bachelor's Degree.................... 66

Section 7: Persistence and Attainment of an Associate's Degree.................. 70

Section 8: Persistence and Attainment of a Certificate.......................... 74

Section 9: Persistence and Attainment During the First Spell of

 Continuous Enrollment—Total ........................................... 78

Section 10: Persistence and Attainment During the First Spell of 

 Continuous Enrollment—By Institution Type................................ 84

Section 11: Persistence and Attainment During the Longest Spell of

 Continuous Enrollment ................................................ 100

Section 12: Persistence and Attainment During the Last Spell of 

 Continuous Enrollment ................................................ 104

Section 13: Annual Persistence and Attainment of Bachelor's Degree

 Seekers at 4-Year Institutions ........................................... 108
vi

Part II: Supplemental Descriptive Summary Tables

Section 14: Student Characteristics........................................ 116

Section 15: Education Financing.......................................... 130

Section 16: Marriage, Family Formation, Civic Participation, 

 and Further Education Activities......................................... 155

Section 17: Employment Experiences...................................... 177

Appendices

Appendix A: Persistence and Attainment Variables........................... A1

Appendix B: Glossary .................................................. B1

Appendix C: Technical Notes and Methodology.............................. C1
vii

List of Tables

Essay Tables Page

1 Percentage distribution of beginning postsecondary students according 

to highest degree attained as of spring 1994, by level of first institution 

attended ............................................................ 3

2 Percentage distribution of 1989–90 beginning postsecondary students

according to overall persistence and attainment as of spring 1994,

by level of first institution attended ...................................... 3

3 Percentage distribution of 1989–90 beginning postsecondary students 

according to attainment and retention at the first institution attended 

as of spring 1994, by level of first institution attended........................ 6

4 Percentage distribution of 1989–90 beginning postsecondary students

according to overall persistence and attainment as of spring 1994, including transfer

status, by level of first institution attended................................. 6

5 Percentage distribution of 1989–90 beginning postsecondary students who transferred or

attended more than one institution as of spring 1994, by

level of first institution attended......................................... 7

6 Percentage distribution of 1989–90 beginning postsecondary students

according to level of last institution attended as of spring 1994, by 

level of first institution attended......................................... 8

7 Percentage distribution of 1989–90 beginning postsecondary students

according to degree working toward at first institution attended, by level of

first institution attended ............................................... 8

8 Percentage distribution of 1989–90 beginning postsecondary students

according to persistence and attainment of highest degree as of spring

1994, by degree working toward at first institution and level of first 

institution attended ................................................... 9

9 Percentage distribution of 1989–90 beginning postsecondary students

according to number of degree types attempted as of spring 1994, by

level of first institution attended........................................ 10

10 Percentage distribution of 1989–90 beginning postsecondary students

according to degree working toward at first institution attended and the 

percentage ever attempting each degree as of spring 1994, by level of first institution

attended ........................................................... 10
viii

Essay Tables Page

11 Percentage distribution of 1989–90 beginning postsecondary students

according to highest degree attained as of spring 1994, by type of

degree attempted .................................................... 11

12 Percentage distribution of 1989–90 beginning postsecondary students

according to level of first institution attended, by highest degree attained

as of spring 1994 .................................................... 11

13 Percentage distribution of 1989–90 beginning postsecondary students

according to transfer status and enrollment continuity as of spring 1994,

by attendance characteristics........................................... 12

14 Percentage distribution of 1989–90 beginning postsecondary students

according to overall persistence and attainment as of spring 1994,

by transfer and enrollment continuity.................................... 13

15 Average number of months 1989–90 beginning postsecondary students were enrolled through

first degree (if any) or last enrollment as of spring 1994 according to overall

persistence and attainment, including transfer status, by attendance characteristics14

16 Demographic characteristics 1989–90 by beginning postsecondary students,

according to level of first institution attended ............................. 15

17 Percentage distribution of 1989–90 beginning postsecondary students who 

attained or were still enrolled as of spring 1994 according to level of first

institution attended according to level of first institution attended, by 

selected demographic characteristics .................................... 16

18 Percentage distribution of 1989–90 beginning postsecondary students who

attained or were still enrolled as of spring 1994 according to level of first institution

attended, by persistence risk factors when they began postsecondary education... 19

19 Percentage distribution of 1989–90 beginning postsecondary according to number of risk

factors when they began postsecondary education, by selected demographic and attendance

characteristics ...................................................... 21

20 Percentage distribution of 1989–90 beginning postsecondary students seeking a bachelor's

degree at 4-year institutions according to persistence and attainment outcomes as of

spring 1994, by selected student and enrollment characteristics: 1994.......... 24
ix

Essay Tables Page

21 Percentage distribution of 1989–90 beginning postsecondary students seeking a bachelor's

degree at 4-year institutions according to date of bachelor's degree receipt by June 1994,

by selected enrollment characteristics.................................... 26

22 Percentage distribution of persistence track outcomes among 1989–90 beginning

postsecondary students seeking a bachelor's degree at 4-year institutions: 

1989–94 .......................................................... 27
x

Table Compendium Page

Section 1: Overall Persistence and Attainment of Highest Degree—Total

1.1 Percentage distribution of 1989–90 beginning postsecondary students according

to overall persistence and attainment of highest degree as of spring 1994,

by first institution attended, first degree working toward, and first

degree attained ..................................................... 32

1.2 Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment of highest degree as of spring 1994, by attendance patterns

through first degree attained (if any) or last enrollment...................... 33

1.3 Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment of highest degree as of spring 1994, by demographic

characteristics ...................................................... 34

1.4 Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment of highest degree as of spring 1994, by persistence risk

factors when they began postsecondary education.......................... 35

1.5 Percentage of 1989-90 beginning postsecondary students who ever attended selected types

of institutions as of spring 1994, by first institution attended,

first degree working toward, and highest degree attained..................... 36

1.6 Percentage distribution of 1989-90 beginning postsecondary students according to control

of transfer institutions as of spring 1994, by first institution attended, first

degree working toward, and highest degree attained........................ 37

Section 2: Overall Persistence and Attainment of Highest Degree—By Sectors

2.1a Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

institutions according to overall persistence and attainment of highest degree as of

spring 1994, by control of first institution attended, first degree working toward, and

first degree attained.................................................. 39

2.1b Percentage distribution of 1989–90 beginning postsecondary students who began in 2-year

institutions according to overall persistence and attainment of highest degree as of

spring 1994, by control of first institution attended, first degree working toward, and

first degree attained.................................................. 40

2.1c Percentage distribution of 1989–90 beginning postsecondary students who began in lessthan-2-year institutions according to overall persistence and attainment of highest

degree as of spring 1994, by control of first institution attended, first degree working

toward, and first degree attained........................................ 41
xi

Table Compendium Page

2.2a Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

institutions according to overall persistence and attainment of highest degree as of

spring 1994, by attendance patterns through first degree attained (if any) or last

enrollment ......................................................... 42

2.2b Percentage distribution of 1989–90 beginning postsecondary students who began in 2-year

institutions according to overall persistence and attainment of highest degree as of

spring 1994, by attendance patterns through first degree attained (if any) or last

enrollment ......................................................... 43

2.2c Percentage distribution of 1989–90 beginning postsecondary students who began in lessthan-2-year institutions according to overall persistence and attainment of highest

degree as of spring 1994, by attendance patterns through first degree attained (if any) or

last enrollment...................................................... 44

2.3a Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

institutions according to overall persistence and attainment of highest degree as of

spring 1994, by demographic characteristics.............................. 45

2.3b Percentage distribution of 1989–90 beginning postsecondary students who began in 2-year

institutions according to overall persistence and attainment of highest degree as of

spring 1994, by demographic characteristics.............................. 46

2.3c Percentage distribution of 1989–90 beginning postsecondary students who began in lessthan-2-year institutions according to overall persistence and attainment of highest

degree as of spring 1994, by demographic characteristics.................... 47

2.4a Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

institutions according to overall persistence and attainment of highest degree as of

spring 1994, by persistence risk factors when they began at first

institution ......................................................... 48

2.4b Percentage distribution of 1989–90 beginning postsecondary students who began in 2-year

institutions according to overall persistence and attainment of highest degree as of

spring 1994, by persistence risk factors when they began at first

institution ......................................................... 49

2.4c Percentage distribution of 1989–90 beginning postsecondary students who began in lessthan-2-year institutions according to overall persistence and attainment of highest

degree as of spring 1994, by persistence risk factors when they began at

first institution ...................................................... 50
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Table Compendium Page

Section 3: Overall Persistence and Attainment of First Degree—Total

3.1 Percentage distribution of 1989–90 beginning postsecondary students according to77

overall persistence and attainment of first degree as of spring 1994, by first institution

attended, first degree working toward, and highest degree attained............. 52

3.2 Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment of first degree as of spring 1994, by attendance patterns

through first degree attained (if any) or last enrollment...................... 53

3.3 Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment of first degree as of spring 1994, by demographic

characteristics ...................................................... 54

Section 4: Overall Persistence and Attainment Including Transfer Status

4.1 Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment as of spring 1994, including transfer status, 

by first institution attended, first degree working toward, and first degree 

attained ........................................................... 56

4.2 Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment as of spring 1994, including transfer status, by attendance

patterns through first degree attained (if any) or last enrollment............... 57

4.3 Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment as of spring 1994, including transfer status, by demographic

characteristics ...................................................... 58

Section 5: Attainment and Retention at the First Institution

5.1 Percentage distribution of 1989–90 beginning postsecondary students according to

attainment and retention at the first institution as of spring 1994, by first

institution attended, first degree working toward, and highest degree attained.... 60

5.2 Percentage distribution of 1989–90 beginning postsecondary students according to

attainment and retention at the first institution as of spring 1994, by attendance

patterns through first degree attained (if any) or last enrollment............... 61

5.3 Percentage distribution of 1989–90 beginning postsecondary students according to

attainment and retention at the first institution as of spring 1994, by

demographic characteristics ........................................... 62

5.4 Percentage distribution of 1989–90 beginning postsecondary students according to

attainment and retention at first institution as of spring 1994, by persistence

risk factors when they began at first institution............................ 63
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Table Compendium Page

5.5 Percentage distribution of 1989–90 beginning postsecondary students according to

attainment and retention at the first institution as of spring 1994, by social,

academic, and work experiences and measure of satisfaction during the 1989–90 academic

year .............................................................. 64

5.6 Percentage distribution of 1989–90 beginning postsecondary students according to

attainment and retention at the first institution as of spring 1994, by education

financing during the 1989–90 academic year.............................. 65

Section 6: Persistence and Attainment of a Bachelor's Degree

6.1 Percentage distribution of 1989–90 beginning postsecondary students who were ever working

toward a bachelor's degree according to persistence and attainment of a bachelor's degree

as of spring 1994, by institution where they began working toward the degree and type of

degree attained ..................................................... 67

6.2 Percentage distribution of 1989–90 beginning postsecondary students who were ever working

toward a bachelor's degree according to persistence and attainment of a bachelor’s degree

as of spring 1994, by demographic characteristics.......................... 68

6.3 Percentage distribution of 1989–90 beginning postsecondary students who were ever working

toward a bachelor's degree according to persistence and attainment of a bachelor's degree

as of spring 1994, by persistence risk factors when they began working toward the degree 69

Section 7: Persistence and Attainment of an Associate's Degree

7.1 Percentage distribution of 1989–90 beginning postsecondary students who were ever working

toward an associate's degree according to persistence and attainment of an associate's

degree as of spring 1994, by institution where they began working toward the degree and the

type of degree attained ............................................... 71

7.2 Percentage distribution of 1989–90 beginning postsecondary students who were ever working

toward an associate's degree according to persistence and attainment of an associate's

degree as of spring 1994, by demographic characteristics.................... 72

7.3 Percentage distribution of 1989–90 beginning postsecondary students who were ever working

toward an associate's degree according to persistence and attainment of an associate's

degree as of spring 1994, by persistence risk factors when they began working toward the

degree ............................................................ 73
xiv

Table Compendium Page

Section 8: Persistence and Attainment of a Certificate

8.1 Percentage distribution of 1989–90 beginning postsecondary students who were ever working

toward a certificate according to persistence and attainment of a certificate as of spring

1994, by institution where they began working toward the degree and type of degree

attained ........................................................... 75

8.2 Percentage distribution of 1989–90 beginning postsecondary students who were ever working

toward a certificate according to persistence and attainment of a certificate as of spring

1994, by demographic characteristics.................................... 76

8.3 Percentage distribution of 1989–90 beginning postsecondary students who were ever working

toward a certificate according to persistence and attainment of a certificate as of spring

1994, by persistence risk factors when they began working toward the degree.... 77

Section 9: Persistence and Attainment During the First Spell of Continuous

Enrollment—Total

9.1 Percentage distribution of 1989–90 beginning postsecondary students according to

persistence and attainment during the first spell of continuous enrollment, by

institution attended, intensity of enrollment, degree working toward, and type of degree

attained ........................................................... 79

9.2 Percentage distribution of 1989–90 beginning postsecondary students according to

persistence and attainment during the first spell of continuous enrollment, by

demographic characteristics ........................................... 80

9.3 Percentage distribution of 1989–90 beginning postsecondary students according to

persistence and attainment during the first spell of continuous enrollment, by

persistence risk factors when they began first spell......................... 81

9.4 Percentage distribution of 1989–90 beginning postsecondary students according to

persistence and attainment during the first spell of continuous enrollment, by social,

academic, and work experiences and measures of satisfaction during the 1989–90 academic

year .............................................................. 82

9.5 Percentage distribution of 1989–90 beginning postsecondary students according to

persistence and attainment during the first spell of continuous enrollment, by education

financing during the 1989–90 academic year.............................. 83
xv

Table Compendium Page

Section 10: Persistence and Attainment During the First Spell of Continuous

Enrollment—By Institution Type

10.1a Percentage distribution of 1989–90 beginning postsecondary students who began 

in 4-year public institutions according to persistence and attainment during the first

spell of continuous enrollment, by institution attended, intensity of enrollment, degree

working toward, and type of degree attained.............................. 85

10.1b Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

private, not-for-profit institutions according to persistence and attainment during the

first spell of continuous enrollment, by institution attended, intensity of enrollment,

degree working toward, and type of degree attained......................... 86

10.1c Percentage distribution of 1989–90 beginning postsecondary students who began in 2-year

public institutions according to persistence and attainment during the first spell of

continuous enrollment, by institution attended, intensity of enrollment, degree working

toward, and type of degree attained ..................................... 87

10.2a Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

public institutions according to persistence and attainment during the first spell of

continuous enrollment, by demographic characteristics...................... 88

10.2b Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

private, not-for-profit institutions according to persistence and attainment during the

first spell of continuous enrollment, by demographic characteristics............ 89

10.2c Percentage distribution of 1989–90 beginning postsecondary students who began in 2-year

public institutions according to persistence and attainment during the first spell of

continuous enrollment, by demographic characteristics...................... 90

10.3a Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

public institutions according to persistence and attainment during the first spell of

continuous enrollment, by persistence risk factors when they began first spell.... 91

10.3b Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

private, not-for-profit institutions according to persistence and attainment during the

first spell of continuous enrollment, by persistence risk factors when they began first

spell .............................................................. 92

10.3c Percentage distribution of 1989–90 beginning postsecondary students who began in 2-year

public institutions according to persistence and attainment during the first spell of

continuous enrollment, by persistence risk factors when they began first spell.... 93
xvi

Table Compendium Page

10.4a Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

public institutions according to persistence and attainment during the first spell of

continuous enrollment, by social, academic, and work experiences and measures of

satisfaction during the 1989-90 academic year............................. 94

10.4b Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

private, not-for-profit institutions according to persistence and attainment during the

first spell of continuous enrollment, by social, academic, and work experiences and

measures of satisfaction during the 1989-90 academic year................... 95

10.4c Percentage distribution of 1989–90 beginning postsecondary students who began in 2-year

public institutions according to persistence and attainment during the first spell of

continuous enrollment, by social, academic, and work experiences and measures of

satisfaction during the 1989–90 academic year............................ 96

10.5a Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

public institutions according to persistence and attainment during the first spell of

continuous enrollment, by education financing during the 1989–90 academic year97

10.5b Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

private, not-for-profit institutions according to persistence and attainment during the

first spell of continuous enrollment, by education financing during the 1989–90 academic

year .............................................................. 98

10.5c Percentage distribution of 1989–90 beginning postsecondary students who began

in 2-year public institutions according to persistence and attainment during the first

spell of continuous enrollment, by education financing during the 1989–90 academic year 99

Section 11: Persistence and Attainment During the Longest Spell of Continuous

Enrollment—Total

11.1 Percentage distribution of 1989–90 beginning postsecondary students according to

persistence and attainment during the longest spell of continuous enrollment, by

institution attended, intensity of enrollment, degree working toward, and type of degree

attained .......................................................... 101

11.2 Percentage distribution of 1989–90 beginning postsecondary students according to

persistence and attainment during the longest spell of continuous enrollment, by

demographic characteristics .......................................... 102

11.3 Percentage distribution of 1989–90 beginning postsecondary students according to

persistence and attainment during the longest spell of continuous enrollment, by

persistence risk factors when they began longest spell...................... 103

Table Compendium Page
xvii

Section 12: Persistence and Attainment During the Last Spell of Continuous 

Enrollment—Total

12.1 Percentage distribution of 1989–90 beginning postsecondary students according to

persistence and attainment during the last spell of continuous enrollment, by institution

attended, intensity of enrollment, degree working toward, and type of degree attained 105

12.2 Percentage distribution of 1989–90 beginning postsecondary students according to

persistence and attainment during the last spell of continuous enrollment, by demographic

characteristics ..................................................... 106

12.3 Percentage distribution of 1989–90 beginning postsecondary students according to

persistence and attainment during the last spell of continuous enrollment, by persistence

risk factors when they began last spell.................................. 107

Section 13: Annual Persistence and Attainment of Bachelor's Degree Seekers at 4-year

Institutions

13.1 Percentage distribution of annual persistence and attainment outcomes among 1989–90

beginning postsecondary bachelor's degree seekers in 4-year institutions: 1989–9019

13.2 Percentage distribution of annual persistence and attainment outcomes among persisting

bachelor’s degree seekers in 4-year institutions: 1990–91................... 110

13.3 Percentage distribution of annual persistence and attainment outcomes among persisting

bachelor’s degree seekers in 4-year institutions: 1991–92................... 111

13.4 Percentage distribution of annual persistence and attainment outcomes among persisting

bachelor’s degree seekers in 4-year institutions: 1992–93................... 112

13.5 Percentage distribution of annual persistence and attainment outcomes among persisting

bachelor’s degree seekers in 4-year institutions: 1993–94................... 113

13.6 Percentage distribution of persistence and attainment outcomes as of spring 1994, among

bachelor’s degree seekers in 4-year institutions who left the persistence track—199414

Section 14: Student Characteristics

 

14.1 Percentage distribution of 1989–90 beginning postsecondary students according to gender,

by demographic characteristics........................................ 119
xviii

Table Compendium Page

14.2 Percentage distribution of 1989–90 beginning postsecondary students according to age when

began at first institution, by demographic characteristics.................... 120

14.3 Percentage distribution of 1989–90 beginning postsecondary students according to 

socioeconomic status, by demographic characteristics...................... 121

14.4 Percentage distribution of 1989–90 beginning postsecondary students according to

race–ethnicity of student, by demographic characteristics................... 122

14.5 Percentage distribution of 1989–90 beginning postsecondary students according to marital

status when began at first institution, by demographic characteristics.......... 123

14.6 Percentage distribution of 1989–90 beginning postsecondary students according to 

parental education, by demographic characteristics........................ 124

14.7 Percentage distribution of 1989–90 beginning postsecondary students according to 

dependency status in 1989–90, by demographic characteristics............... 125

14.8 Percentage of 1989–90 beginning postsecondary students with component persistence risk

factors when they began at first institution, by demographic characteristics..... 126

14.9 Percentage distribution of 1989–90 beginning postsecondary students according to age when

began at first institution, by first institution attended, first degree working toward,

and highest degree attained........................................... 127

14.10 Percentage distribution of 1989–90 beginning postsecondary students according

to level of first institution, by selected demographic and institutional characteristics 128

14.11 Percentage distribution of 1989–90 beginning postsecondary students according to control

of first institution, by selected demographic and institutional

characteristics ..................................................... 129

Section 15: Education Financing

15.1 Percentage of 1989–90 beginning postsecondary students ever receiving financial aid as of

spring 1994 according to the type of aid received, by selected demographic and

institutional characteristics ........................................... 133

15.2 Percentage of 1989–90 beginning postsecondary students ever receiving assistance from

family or using personal savings as of spring 1994 according to the type of assistance

received, by selected demographic and institutional characteristics............ 135
xix

Table Compendium Page

15.3 Percentage distribution of 1989–90 beginning postsecondary students according to level

and control of first institution, by education financing during the 1989–90 academic year 137

15.4 Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment as of spring 1994, by types of financial aid and family

assistance used during postsecondary education........................... 138

15.5 Percentage distribution of 1989–90 beginning postsecondary students who attained a degree

or were still enrolled in 1994 according to financial aid receipt as of spring 1994 and

level of first institution, by selected demographic 

characteristics ..................................................... 139

15.6 Percentage of 1989–90 beginning postsecondary students who ever borrowed from any source

as of spring 1994 according to level and control of last institution, by selected 

demographic and institutional characteristics............................. 141

15.7 Average amount borrowed by 1989–90 beginning postsecondary students who ever borrowed

from any source as of spring 1994 according to level and control of last institution, by

selected demographic and institutional characteristics...................... 143

15.8a Percentage of 1989–90 beginning postsecondary students who owe on postsecondary loans as

of spring 1994, according to overall persistence and attainment, as of spring 1994, by

selected demographic and institutional characteristics...................... 145

15.8b Average amount owed on postsecondary loans as of spring 1994 by 1989–90 beginning

postsecondary students according to overall persistence and attainment, as of spring

1994, by selected demographic and institutional characteristics.............. 147

15.9a Percentage of 1989–90 beginning postsecondary students who borrowed for postsecondary

education according to loan repayment arrangements as of spring 1994, by selected

demographic and institutional characteristics............................. 149

15.9b Percentage distribution of 1989–90 beginning postsecondary students who borrowed for

postsecondary education and are currently repaying loans according to average monthly

loan payment as of spring 1994, by selected demographic and institutional characteristics 152

Section 16: Marriage, Family Formation, Civic Participation, and Further Education

Activities

16.1a Percentage distribution of 1989–90 beginning postsecondary students according to marital

status in spring 1994, by selected demographic and institutional characteristics. . 158

Table Compendium Page

16.1b Percentage distribution of ever married 1989–90 beginning postsecondary students as of

spring 1994 according to timing of marriage, by selected demographic and institutional
xx

characteristics ..................................................... 160

16.2a Percentage distribution of 1989–90 beginning postsecondary students according to the

number of children in spring 1994, by selected demographic and institutional 

characteristics ..................................................... 162

16.2b Percentage distribution of 1989–90 beginning postsecondary students who had children in

spring 1994 according to the timing of first child, by selected demographic and

institutional characteristics ........................................... 164

16.3 Percentage of 1989–90 beginning postsecondary students participating in

volunteer/community service activities, and type of volunteer/community service

organization involved with within the past 2 years, by selected demographic and

institutional characteristics ........................................... 166

16.4a Percentage distribution of 1989–90 beginning postsecondary students according to current

voter registration status in spring 1994, by selected demographic and institutional 

characteristics ..................................................... 169

16.4b Percentage of 1989–90 beginning postsecondary students who recently voted, by selected

demographic and institutional characteristics............................. 171

16.5 Percentage of 1989–90 beginning postsecondary students who had attained a bachelor's

degree by June 1993 according to graduate school application and attendance, as of spring

1994, by selected demographic and institutional characteristics.............. 173

16.6 Percentage of 1989–90 beginning postsecondary students who took licensing exams and

percentage of exam takers according to the type of licensing exam taken as of spring 1994,

by selected demographic and institutional 

characteristics ..................................................... 174

Section 17: Employment Experiences

17.1 Percentage of 1989–90 beginning postsecondary students who were employed while enrolled

at some time during postsecondary education, by selected demographic and institutional

characteristics ..................................................... 180

17.2 Percentage distribution of 1989–90 beginning postsecondary students according to their

primary occupation in 1993, by selected demographic and institutional characteristics 182

17.3 Percentage of 1989–90 beginning postsecondary students reporting satisfaction with

aspects of their most recent job, by selected demographic and institutional

characteristics ..................................................... 184

Table Compendium Page

17.4 Percentage of 1989–90 beginning postsecondary students who were ever unemployed and

average duration of unemployment as of spring 1994, by selected demographic and

institutional characteristics ........................................... 186
xxi

17.5 Percentage of 1989–90 beginning postsecondary students who were ever unemployed during

calendar years 1990 through 1993, by selected demographic and institutional

characteristics ..................................................... 188

17.6 Percentage distribution of 1989–90 beginning postsecondary students according to the

number of months after leaving postsecondary education before obtaining first principal

job, by selected demographic and institutional characteristics................ 190

17.7 Percentage of 1989–90 beginning postsecondary students according to actions taken to

obtain their most recent principal job as of spring 1994, by selected demographic and

institutional characteristics ........................................... 192

17.8 Percentage of 1989–90 beginning postsecondary students according to relationship between

their most recent principal job and their postsecondary education, by selected

demographic and institutional characteristics............................. 194
xxii

List of Figures

Figure Page

1 Institutional retention and overall persistence rates of 1989–90 beginning postsecondary

students after 5 years.................................................. 4

2 Percentage of 1989–90 beginning postsecondary students who attained or were still

enrolled as of spring 1994 according to level of first institution, by age when began

postsecondary education.............................................. 17

3 Persistence, degree attainment, and nondegree departure among bachelor's degree seekers

in 4-year institutions: 1989–90 through 1993–94........................... 23
Appendix C, table C3. 1

For more details, see U.S. Department of Education, National Center for Education Statistics, Descriptive Summary of 1989–90 Beginning

2

Postsecondary Students: Two Years Later (Washington, D.C.:1994).

Appendix A contains a detailed description of the persistence and attainment variables used in this report. 3

1

The Educational Persistence and Attainment of 1989–90 

Beginning Postsecondary Students After Five Years

Introduction

During the 1989–90 academic year, approximately 2.6 million students enrolled in postsecondary

education for the first time. A sample of these students was selected for the Beginning Postsecondary 1

Students Longitudinal Study. The sampled students were interviewed three times: at the end of their 2

first year in 1990, in the spring of 1992, and in the spring of 1994. This essay describes the

educational experiences of these first-time beginners over the 5-year period, focusing on their

persistence in postsecondary education and their attainment of any degrees or certificates at the

baccalaureate level or below.

There are many different ways of measuring persistence and attainment. In this essay the 3

subject will be approached from four different perspectives: 1) overall persistence in postsecondary

education; 2) institutional retention; 3) persistence toward degree objectives; and 4) persistence

toward the bachelor's degree at 4-year institutions. Each of these approaches results in different

levels of persistence and attainment rates.

The first perspective presented is this essay examines the overall experience of the beginning

students in postsecondary education as a whole. It looks at whether the students attained any type of

degree anywhere or were still enrolled anywhere without a degree in 1994, no matter where they started

or whether they changed institutions or degree objectives. It addresses the issue of student

persistence in the broadest sense by asking what proportion of beginning students had completed or were

still attempting to complete a postsecondary program within the 5 years after they had started.

The second approach examines the experience of the students only in relation to the first

institution attended. It addresses the issue of institutional retention by asking what proportion of

beginners remained at the same institution to complete a degree or certificate. Students who do not

remain there may either leave postsecondary education permanently or transfer to some other

institution before completing a degree program. In either case the students have not been retained at

the first institution, but by transferring elsewhere they continue to persist in postsecondary

education. Because many students do transfer before attaining a degree, institutional rates of

retention tend to understate levels of student persistence.

A third approach is to examine persistence and attainment in relation to a particular degree

objective, whether the student is working toward a bachelor's degree, an associate's degree, or a

vocational certificate. This perspective is useful when the level of the degree that the students are
Each sector included institutions that are under public; private, not-for-profit; or private, for-profit control. 4

Essay table 12. 5

Compendium table 14.11. 6

2

seeking is not the highest undergraduate degree offered at the institution that they are attending at

the time. This is especially common at community colleges, where students may be taking courses toward

either a bachelor's degree or a vocational certificate rather than an associate's degree.

The fourth approach presented in this essay is to focus specifically on the students with a

bachelor's degree objective who are beginning at 4-year institutions and to trace their progress

towards the bachelor's degree on a year-by-year basis. This perspective is useful in determining what

proportion of beginning students at 4-year colleges follow a path of continuous enrollment towards the

bachelor's degree and how long it takes them to achieve their objective. 

Overall Student Attainment and Persistence in Postsecondary Education After 5 Years

One of the most important distinctions in studying persistence and attainment is the highest

undergraduate degree offered at the institution in which the student enrolls, because the time spent at

the institution reflects the normal duration of the degree programs. Less-than-2-year institutions

only offer certificates, usually in vocational programs that can be completed in less than one year.

Two-year institutions offer associate's degrees that can typically be completed in two years of fulltime study, but often offer shorter certificate programs as well. Four-year institutions primarily

offer bachelor's degrees, but some also offer shorter associate's and certificate programs. In this

report, the institutions are categorized into the 4-year, 2-year, and less-than-2-year sectors

according to their highest level of undergraduate degree offered. Postbaccalaureate enrollment and 4

degrees are excluded from this analysis. 

Among the first-time beginners in 1989–90, almost half started postsecondary education at

institutions in the 2-year sector, 42 percent in the 4-year sector, and less than 10 percent at

institutions in the less-than-2-year sector. The distribution of students by the control of the 5

institution attended varied within these sectors. Nearly 90 percent of those in the 2-year sector

attended public community colleges; three-quarters of those in the less-than-2-year sector attended

private, for-profit institutions; and in the 4-year sector, two-thirds attended public, and one-third

private, not-for-profit colleges and universities. 6

Tables 1 and 2 show the distribution of the highest undergraduate degree attained, as well as

students' enrollment status in the spring of 1994 in relation to the level of institution where the

first-time beginners entered postsecondary education. The outcomes shown, however, did not

necessarily take place at the institution or sector where they began. Rather they are the persistence

and attainment rates for first-time beginners in postsecondary education overall without any

restrictions: these rates include students who changed institutions, changed degree programs, or were

awarded more than one undergraduate degree at any time during the 5 years.
3

Table 1—Percentage distribution of 1989–90 beginning postsecondary students according to highest degree

attained as of spring 1994, by level of first institution attended

Highest degree attained

Associate's Bachelor's Total No degree

Certificate degree degree attained attained

Total 12.9 11.2 25.8 50.0 50.0

Level of first institution

4-year 2.9 4.2 53.3 60.4 39.6

2-year 13.8 18.6 6.1 38.4 61.6

Less-than-2-year 58.3 2.8 0.9 62.0 38.0

NOTE: The second follow-up interviews began in late March 1994; students who expected to graduate by June were classified as attainers.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).

By the spring of 1994, half of the first-time beginners in 1989–90 had attained a certificate or

degree of some kind: 26 percent had attained a bachelor's degree; 11 percent had attained an

associate's degree as their highest degree; and 13 percent had attained a certificate. Of those who

began at 4-year institutions, a majority (53 percent) had completed a bachelor's degree, but some

(about 7 percent) had attained a lower credential. Of those who began at less-than-2-year

institutions, which primarily offer short-term vocational programs, 58 percent had attained a

certificate but some (about 4 percent) went on to earn a higher degree elsewhere. The highest degrees

attained by those who had started at 2-year institutions were distributed as follows: 14 percent had

attained certificates, 19 percent associate's degrees, and 6 percent bachelor's degrees. Unlike the 4-

year and less-than-2-year institutional sectors, however, a majority of students who began in a 2-year

institution (62 percent) had not attained any degree by the spring of 1994.

Table 2—Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment as of spring 1994, by level of first institution attended

Attained or still enrolled

No degree,

Attained No degree, not 

degree enrolled Total enrolled

Total 50.0 13.3 63.2 36.8

Level of first institution

4-year 60.4 15.2 75.6 24.4

2-year 38.4 13.6 52.0 48.0

Less-than-2-year 62.0 2.5 64.5 35.5

NOTE: The second follow-up interviews began in late March 1994; students who expected to graduate by June were classified as attainers.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).
28% 6%

30%

Overall persistence in

postsecondary education

No degree, enrolled

Attained

degree

13%

Attained degree at

the first institution

No degree, enrolled

at the first institution

28% 6%

29%

13%

37%

No degree,

not enrolled

Attainment and retention

at the first institution

No degree,

transferred from

the first institution

No degree,

left PSE from

first institution

*

Vincent Tinto, Leaving College: Rethinking the Causes and Cures of Student Attrition, 2nd ed. (Chicago, IL: University of Chicago Press,

7

1993), chapter 2.

See Appendix A for the decision rules used in determining the persistence categories discussed below. 8

4

Table 2 shows that in addition to the 50 percent of first-time beginners who had attained a

certificate or degree by 1994, another 13 percent were still enrolled without a degree at some

postsecondary institution. The sum of the proportion of students who attained and the proportion still

enrolled in any postsecondary institution indicates that nearly two-thirds (63 percent) of the 1989–90

beginning postsecondary students persisted in the broadest possible sense. About half (52 percent) of

those who had started at a 2-year institution had either attained a credential or were still enrolled,

as well as about two-thirds (65 percent) of those who had started at less-than-2-year institutions and

three-quarters (76 percent) of those who had started at 4-year colleges or universities.

Student Persistence and Institutional Retention

Most of the studies of persistence and attainment in postsecondary education are based on

institutional data that focus on the issue of student retention at that institution. The longitudinal 7

nature of the Beginning Postsecondary Students Longitudinal Study, however, allows for the measurement

of persistence both within and across institutions. 8

Figure 1—Institutional retention and overall persistence rates of 1989–90 beginning postsecondary

students after 5 years

Postsecondary education *

NOTE: Transfers only include those who transferred before attaining a first degree.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).
5

The difference between institutional rates of retention and overall persistence among firsttime beginners in postsecondary education is substantial, especially in the 2-year and 4-year sectors.

From the perspective of the individual students after 5 years, 50 percent had attained a postsecondary

degree or certificate; 13 percent were still enrolled without a degree; and 37 percent were no longer

enrolled and had not earned a degree (table 2). From the perspective of the first institution attended,

however, the results are very different (table 3). After 5 years, only 37 percent had attained a degree

at the first institution attended, and an additional 6 percent were still enrolled there without a

degree.

The difference in the two perspectives is illustrated in figure 1. Whereas nearly two-thirds of

the students who began postsecondary education for the first time in the 1989–90 academic year had

persisted or attained an award within 5 years, less than half had done so at the institution where they

began. The overall persistence rate of first-time beginners anywhere in postsecondary education is 20

percentage points higher than their persistence rate at the first institution attended.

The difference between institutional retention rates and overall student persistence rates is

explained by what happens to those who transfer before attaining a degree. From the institutional

perspective shown in table 3, only those 43 percent who attained or were still enrolled at that

institution have persisted; the other 57 percent have left the institution before completing a

program. About half of those who left the institution (29 percent), however, had transferred.

In the 4-year sector, table 3 shows that 47 percent of the first-time beginners had attained a

degree at the first institution within 5 years, and another 9 percent were still attending the college

or university where they had first enrolled—for an overall retention rate of 56 percent at the first

institution. Those who were no longer enrolled at their initial 4-year institution were more likely to

have transferred elsewhere (28 percent) than to have left postsecondary education (16 percent).

Table 4 shows what happened to those beginners who transferred from a 4-year institution: 13

percent of the beginners attained a degree elsewhere; 7 percent were still enrolled elsewhere in 1994;

and 8 percent had left without a degree from a transfer institution. The sum of the “attained” and

“enrolled” columns results in the totals shown earlier in table 2: 76 percent of those who had started

at a 4-year institution in 1989–90 had either completed a program or were still enrolled in a program 5

years later (although these beginners were not all in bachelor's degree programs).

There was also a substantial difference between institutional retention and overall

persistence and attainment rates for those who started in the 2-year sector. For example, 24 percent

who had first enrolled in a 2-year institution had attained a certificate or degree at that institution

within 5 years, but an additional 14 percent had attained a degree elsewhere after leaving (table 4).

The retention rate at the first 2-year institution attended was only 30 percent (table 3), but 52

percent of those who began postsecondary education in 2-year institutions had either attained a degree

or were still enrolled somewhere 5 years later (table 2).
6

Table 3—Percentage distribution of 1989–90 beginning postsecondary students according to attainment

and retention at the first institution attended as of spring 1994, by level of first institution

attended

Attainment and retention Not retained 

at the first institution at the first institution

No degree, No degree, Total

Attained No degree, Total left transferred not

degree enrolled retained PSE elsewhere retained *

Total 36.9 6.4 43.3 27.9 28.8 56.7

Level of first institution

4-year 47.0 8.6 55.5 16.4 28.1 44.5

2-year 24.3 5.7 30.0 37.7 32.3 69.9

Less-than-2-year 56.7 0 56.7 29.8 13.5 43.3

Postsecondary education. *

NOTE: Transfers only include those who transferred before attaining a degree at the first institution.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).

Table 4—Percentage distribution of 1989–90 beginning postsecondary students according to overall 

persistence and attainment as of spring 1994, including transfer status, by level of first 

institution attended

Did not transfer Transferred from first institution

Attained No degree, No degree, No degree,

degree enrolled left PSE Attained No degree, left PSE * *

at first at first from first degree enrolled after

institution institution institution elsewhere elsewhere transfer

Total 36.9 6.4 27.9 13.0 6.8 8.9

Level of first institution

4-year 47.0 8.6 16.4 13.4 6.6 8.0

2-year 24.3 5.7 37.7 14.1 7.9 10.3

Less-than-2-year 56.7 0 29.8 5.3 2.5 5.7

Postsecondary education. *

NOTE: Transfers only include those who transferred before attaining a degree at the first institution.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).
See U.S. Department of Education, National Center for Education Statistics, Transfer Behavior Among Beginning Postsecondary Students:

9

1990–94 (Washington, D.C., forthcoming), for a detailed discussion of transfers.

Comparing the first and last institutions may overlook intermediate transitions between sectors. 10

7

Transfers and Changing Institutions

The difference between the retention rate at the first institution attended and the

persistence of students anywhere in postsecondary education over the 5-year period under study

reflects the frequency of student transfers. Overall, 29 percent of the beginning postsecondary

students left the first institution attended without attaining a degree and then enrolled in a

different institution (table 5). Including those who enrolled in a different institution after they

had attained their first degree (about 5 percent), the overall transfer rate was 35 percent. 9

Students were classified as transfers only if they changed institutions permanently without

returning to the original institution. This excludes students who enrolled at courses in two

institutions simultaneously, attended summer school at a different institution, or were enrolled

temporarily at a second institution and then returned to the first one. When these are included with

transfers, then nearly half (45 percent) of all the 1989–90 beginning students attended more than one

postsecondary institution during the 5-year period.

Table 5—Percentage of 1989–90 beginning postsecondary students who transferred or attended more than

one institution as of spring 1994, by level of first institution attended

Transferred Transferred Attended

before before or after more than

first degree first degree one institution*

Total 28.8 34.8 45.4

Level of first institution

4-year 28.1 28.3 47.1

2-year 32.3 42.5 47.4

Less-than-2-year 13.5 24.5 26.4

Includes all transfers as well as simultaneous enrollment at two institutions, enrollment in summer school, and temporary enrollment *

followed by a return to the first institution.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).

Transfers could take place within or between sectors, and students could transfer more than

once. Student transfers between sectors are shown in table 6 by comparing the levels of the first and

the last institution attended during the 5 years. Of those who started at 4-year institutions, 10 10

percent were last enrolled in the 2-year sector. Although 5 percent of those who began at 2-year

institutions were last enrolled in less-than-2-year institutions, the movement from 2-year

institutions was primarily upwards: 20 percent of those who started in the 2-year sector were last

enrolled in a 4-year institution. Nevertheless, the majority of beginning students did not change

sectors.
This is different from the students' aspirations in terms of the highest degree or level of education they ever expected to complete, which

11

was a separate question. See Compendium tables 10.4a-c for aspirations.

8

Table 6—Percentage distribution of 1989–90 beginning postsecondary students according to level of last

institution attended as of spring 1994, by level of first institution attended

Level of last institution attended*

4-year 2-year Less-than-2-year

Total 48.4 41.4 10.2

Level of first institution

4-year 89.2 9.7 1.0

2-year 19.6 75.1 5.2

Less-than-2-year 5.8 11.7 82.5

Includes students who attended only one institution. *

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).

Degree Programs and Objectives

Since 2-year institutions typically offer both associate's degrees and certificates, and some

4-year institutions offer both of these credentials in addition to the baccalaureate degree, students

were asked toward which degree or certificate they were working at each institution attended. The 11

purpose of the question was to identify the students' current degree program and objective. For the

first institution attended (table 7), 51 percent of the first-time beginners responded that they were

working toward a bachelor's degree; 30 percent were working toward an associate's degree; 16 percent

were working toward a certificate; and 4 percent were not working toward any degree.

Table 7—Percentage distribution of 1989–90 beginning postsecondary students according to degree 

working toward at the first institution attended, by level of first institution attended

Degree working toward at first institution

Associate's Bachelor's

None Certificate degree degree

Total 3.8 15.7 29.7 50.8

Level of first institution

4-year 1.4 1.2 6.4 91.1

2-year 6.5 14.5 54.8 24.1

Less-than-2-year 1.2 93.8 3.3 1.6

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).

Of those starting at 4-year institutions, more than 90 percent said that they were working

toward a bachelor's degree, and of those starting at a less-than-2-year institution, 94 percent said

that they were working toward a certificate. Therefore, in these sectors, there was a relatively close

relationship between degree objective and highest undergraduate degree offered. In the 2-year sector,

however, only about half of the students (55 percent) said that they were working toward an associate's
Compendium table 14.10. 12

9

degree, while one-quarter (24 percent) reported that they were working toward a bachelor's degree, an

objective that could only be achieved by transferring to a 4-year institution.

In table 8, the persistence and attainment of students who started working toward a bachelor's

degree in 2-year institutions are compared with students working toward an associate's degree in 2-

year institutions and with those working toward a bachelor's degree in 4-year institutions.

Table 8—Percentage distribution of 1989–90 beginning postsecondary students according to persistence

and attainment of highest degree as of spring 1994, by degree working toward at first institution

and level of first institution attended

Highest degree attained No degree,

Associate's Bachelor's No degree, not 

Certificate degree degree Total enrolled enrolled

Degree working toward at first institution

Associate's degree 11.3 22.9 8.9 43.2 12.1 44.7

Bachelor's degree 3.8 7.2 45.8 56.8 17.0 26.1

Level of first institution

2-year 13.8 18.6 6.1 38.4 13.6 48.0

4-year 2.9 4.2 53.3 60.4 15.2 24.4

Degree working toward and level of first 

 institution

Associate's degree at 2-year institution 11.4 23.7 7.5 42.6 12.1 45.2

Bachelor's degree at 2-year institution 8.1 21.0 7.9 36.9 22.5 40.6

Bachelor's degree at 4-year institution 2.4 3.1 57.1 62.6 15.6 21.8

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).

Those who said that they were working toward a bachelor's degree at 2-year institutions were

about as likely to earn an associate's degree (21 percent) as those who said that they were only working

toward an associate's degree (24 percent). The bachelor's degree attainment rate was similar for both

groups (8 percent). Bachelor's degree seekers beginning in a 4-year institution were much more likely

to attain a bachelor's degree within 5 years (57 percent) than those beginning in a 2-year institution.

Those seeking a bachelor's degree at 2-year institutions make up nearly one-quarter (23 percent) of all

students with a bachelor's degree objective, and their lower rates of attainment are reflected in the 12

aggregate bachelor's degree attainment rate for all students with a bachelor's degree objective (46

percent).
Because the same students can be in more than one category, the totals add up to more than 100 percent. 13

10

Changing Programs and Degree Objectives

During the 5-year period, about one-fifth (22 percent) of the first-time beginners changed

their degree objective. Table 9 shows the number of degrees attempted by the first-time beginners in

relation to the first institution attended. Of those who started in the 2-year sector, almost one-third

(31 percent) reported attempting more than one type of degree.

Table 9—Percentage distribution of 1989–90 beginning postsecondary students according to number of

degree types attempted as of spring 1994, by level of first institution attended

Number of degrees attempted

None One Two or more

Total 2.6 75.9 21.5

Level of first institution

4-year 0.9 88.4 10.7

2-year 4.5 64.2 31.3

Less-than-2-year 0.6 79.4 20.0

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).

An alternative approach to measuring persistence and attainment is to measure these rates in

relation to particular degree objectives. Using this approach, the students who changed objectives and

attempted a second degree are counted more than once because they will be included in both categories

of degree objectives. The proportion of beginning postsecondary students who ever attempted a specific

type of degree will be greater than the proportion who first attempted such a degree. For example, 16

percent of the first-time beginners initially said that they were working toward a certificate, but

over the 5-year period, 25 percent were working toward a certificate at one time or another (table 10).

Similarly, 30 percent initially had an associate's degree as an objective, but 39 percent were working

toward an associate's degree at some time. Another 51 percent were working toward a bachelor's degree

initially, but 58 percent had a bachelor's degree objective at some time during the 5 years. 13

Table 10—Percentage distribution of 1989–90 beginning postsecondary students according to the degree 

working toward at first institution attended and the percentage ever attempting each degree as 

of spring 1994, by level of first institution attended

Degree working toward Degree attempted

at first institution at any time

Associate's Bachelor's Associate's Bachelor's

Certificate degree degree Certificate degree degree

Total 15.7 29.7 50.8 25.0 38.5 58.0

Level of first institution

4-year 1.2 6.4 91.1 5.9 13.7 93.3

2-year 14.5 54.8 24.1 29.1 64.3 36.6

Less-than-2-year 93.8 3.3 1.6 95.8 10.8 6.6

NOTE: Degrees attempted at any time exceeds 100 percent because students can be included in more than one category.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).
Compendium table 1.5. 14

11

Those who had more than one degree objective were more likely to attain a degree or certificate

than those who had only one (table 11). This includes students who earned one degree or certificate and

then pursued a higher one, as well as those who attained a degree that was lower than the original

objective.

Table 11—Percentage distribution of 1989–90 beginning postsecondary students according to highest

degree attained as of spring 1994, by type of degree attempted

Highest degree attained

Associate's Bachelor's No degree

Certificate degree degree Total attained

Total 12.9 11.2 25.8 50.0 50.0

Type of degree attempted

Certificate only 54.0 † † 54.0 46.0

Associate's degree only † 25.1 † 25.1 74.9

Bachelor's degree only † † 54.1 54.1 45.9

More than one degree 23.1 27.9 16.6 67.6 32.4

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).

Table 12 displays the first institution attended according to the type of highest degree

attained by the beginning students. It illustrates how attainers of each type of degree began their

postsecondary education. Nine percent of those whose highest degree was a certificate 

and 16 percent of those who attained an associate's degree began their education at a 4-year institution.

Twelve percent of those who attained a bachelor's degree had started at a 2-year institution and

transferred. Overall, however, more than one-quarter (28 percent) of those who earned bachelor's degrees

had enrolled for courses in a 2-year public community college at some time during the five-year period. 14

Table 12—Percentage distribution of 1989–90 beginning postsecondary students according to level of first

institution attended, by highest degree attained as of spring 1994

Level of first institution

4-year 2-year Less-than-2-year

Total 42.2 49.2 8.6

Highest degree attained

None 33.2 60.3 6.5

Certificate 9.4 52.0 38.6

Associate's degree 15.7 82.2 2.1

Bachelor's degree 88.0 11.7 0.3

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).
12

Enrollment Continuity

Continuous enrollment is defined in this report as maintaining enrollment in postsecondary

education without an interruption of more than 4 months (which allows for the normal summer break).

Enrollment continuity is considered separately from transfer behavior. Students may transfer with or

without breaking enrollment continuity by more than 4 months. Those who stop attending an institution

for more than 4 months and then return to the same institution at some later time are often called

"stopouts."

Table 13 shows that a considerable proportion of students either broke enrollment continuity,

transferred, or did both. Fourteen percent were not continuously enrolled, but returned to the same

institution; 13 percent transferred to another institution without a break in continuity; and 15

percent both interrupted enrollment continuity and transferred.

Table 13—Percentage distribution of 1989–90 beginning postsecondary students according to transfer

status and enrollment continuity as of spring 1994, by attendance characteristics

Did not Did not

transfer, transfer, not Transferred, Transferred,

continuously continuously continuously not continuously

enrolled enrolled enrolled enrolled

Total 57.2 14.1 13.4 15.4

Level of first institution

4-year 58.3 13.6 14.9 13.2

2-year 51.5 16.3 13.8 18.5

Less-than-2-year 83.7 2.8 4.1 9.5

Degree working toward at first institution

None 43.5 18.0 13.5 24.9

Certificate 77.4 8.3 4.3 9.9

Associate's degree 54.1 15.0 12.7 18.2

Bachelor's degree 53.3 15.5 16.7 14.5

First type of degree attained

None 50.5 18.1 11.4 20.1

Certificate 55.4 5.4 16.7 22.5

Associate's degree 62.4 12.9 14.1 10.5

Bachelor's degree 69.7 11.0 15.3 4.0

NOTE: Continuously enrolled is defined as enrolled without a break of more than 4 months before first degree (if any) or last enrollment.

All column categories include students who left without a degree.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).

The result of these four different paths through postsecondary education relative to overall

persistence and attainment is shown in table 14. In terms of attainment of any degree within 5 years, no

difference was found between transferring and not transferring if there was no break in enrollment

continuity (56–57 percent attained). In fact, those who transferred without a break in continuity were

the least likely to leave postsecondary education (21 percent left without a degree compared with

approximately 40 percent for the other categories). Combining the attained and still-enrolled

categories, those who transferred without a break in continuity had a persistence rate of nearly 80

percent, compared with about 60 percent for all the others.
13

Table 14—Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment status as of spring 1994, by transfer and enrollment continuity

Attained or still enrolled

No degree,

Attained No degree, not 

degree enrolled Total enrolled

Total 50.0 13.3 63.2 36.8

Transfer status and enrollment

 continuity

Did not transfer, continuous 55.8 5.4 61.2 38.8

Did not transfer, not continuous 35.6 23.6 59.2 40.8

Transferred, continuous 57.4 21.4 78.8 21.1

Transferred, not continuous 34.7 25.9 60.6 39.4

NOTE: Continuously enrolled is defined as enrolled without a break of more than 4 months before first degree (if any) or last enrollment.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).

Breaking enrollment continuity was associated with a lower rate of attainment for both those

who transferred and those who did not. Only about one-third those who broke continuity had attained a

degree by 1994, as compared to more than half of those who had no break in continuity. This is to be

expected because breaks in enrollment continuity will obviously increase the time required to complete

a program.
14

Average Enrollment Time

How long beginning students were enrolled relative to their persistence and attainment

outcomes is shown in table 15. Enrolled time only includes the number of months that the student is

actually in attendance, and does not include periods (such as the summer months) when the student is

not enrolled. Those who had attained a bachelor's degree at their first institution were enrolled for

an average of 41 months—that is, about 5 months longer than the typical 36 months in 4 academic years.

Those who had attained an associate's degree at their first institution averaged 27 months of

enrollment, or about 3 academic years, whereas those who had attained a certificate were enrolled for

an average of 13 months.

Table 15—Average number of months 1989–90 beginning postsecondary students were enrolled through 

first degree (if any) or last enrollment as of spring 1994 according to overall persistence and

attainment, including transfer status, by attendance characteristics

Did not transfer Transferred from first institution 1

Attained No degree, No degree, No degree, Total

degree enrolled left PSE Attained No degree, left PSE number * *

at first at first from first degree enrolled after of months

institution institution institution elsewhere elsewhere transfer enrolled

Total 31.0 41.3 13.6 29.8 39.3 22.5 26.4

Level of first institution

4-year 40.1 45.4 21.1 35.9 40.7 25.3 35.7

2-year 23.9 36.1 11.6 25.5 39.2 21.4 21.2

Less-than-2-year 11.0 — 7.3 — — 14.8 10.8

Degree working toward at first

 institution

None — — 10.9 — — — 17.8

Certificate 13.1 — 8.3 18.9 — 14.6 12.4

Associate's degree 25.8 36.0 12.5 24.8 40.0 20.5 22.0

Bachelor's degree 39.2 43.8 21.0 35.0 42.4 24.6 34.9

First type of degree attained

None † 41.3 13.6 † 39.3 22.5 22.2

Certificate 12.6 † † 18.7 † † 15.0

Associate's degree 27.3 † † 30.9 † † 28.2

Bachelor's degree 40.9 † † 42.0 † † 41.1

—Too few cases for a reliable estimate.

†Not applicable.

Postsecondary education *

Transfers only include those who transferred before attaining a degree at the first institution. 1

NOTE: For attainers, the table shows the average number of months enrolled up to attainment of the first degree only. Enrolled time only

includes the number of months that the student is actually in attendance, and does not include periods (such as the summer months) when

the student is not enrolled.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).
15

Student Characteristics and Persistence According to Sector

Are the differences in the persistence and attainment rates related to the differences in the

characteristics of students who begin at various types of institutions? A comparison of the

demographic characteristics of the beginning students according to their first institution attended is

displayed in table 16. The profile of students entering 4-year institutions in 1989–90 reflects the

characteristics of traditional college freshmen: they are predominantly 18 years old or younger (84

percent) and are dependent on their parents (92 percent). Of those entering 2-year institutions, which

are primarily public community colleges, only about half were 18 years old or younger (48 percent) and

two-thirds were dependent on their parents (65 percent). Among the students beginning postsecondary

education at less-than-2-year institutions, which are primarily private, for-profit institutions

offering vocational certificate programs, only one-quarter were 18 years old or younger, and less than

half (40 percent) were dependent on their parents.

Table 16—Demographic characteristics of 1989–90 beginning postsecondary students according to level of 

first institution attended

Level of first institution

Total 4-year 2-year Less-than-2-year

Total 100.0 100.0 100.0 100.0

Gender

Male 46.0 47.2 47.6 36.6

Female54.0 52.8 52.4 63.4

Age when began at first institution

18 years or younger 61.2 83.6 48.1 24.7

19 years 12.1 8.9 14.4 15.4

20–29 years 17.2 4.9 23.8 39.8

30 years or older 9.5 2.6 13.7 20.1

Dependency status in 1989–90

Independent 26.0 8.5 34.8 59.6

Dependent 74.0 91.5 65.2 40.4

Marital status when began at first institution

Not married 86.7 96.5 80.6 72.4

Married 12.1 3.3 17.9 23.0

Separated 1.2 0.2 1.5 4.5

Socioeconomic status

Lowest quartile 14.7 5.6 18.7 35.0

Middle quartiles 45.7 37.0 52.0 51.1

Highest quartile 39.7 57.5 29.3 13.9

Race–ethnicity

American Indian/Alaskan Native 0.7 0.4 0.7 1.4

Asian/Pacific Islander 4.0 4.5 3.5 1.8

Black, non-Hispanic 8.8 7.8 9.2 15.3

Hispanic 7.6 4.5 10.9 8.1

White, non-Hispanic 78.8 82.7 75.8 73.4

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).
Compendium table 14.10. 15

16

In terms of age and dependency, therefore, the population of beginning students was

predominantly traditional at 4-year institutions, less traditional at 2-year institutions, and

predominantly nontraditional at less-than-2-year institutions. A similar pattern across the three

sectors is reflected in the composition of students by socioeconomic status (SES), a composite measure

derived from information about family income, parental education levels and occupation, and household

possessions. More than half (58 percent) of the students beginning at 4-year institutions were in the

highest SES quartile, as compared with 30 percent of those beginning at 2-year institutions and only 14

percent of those beginning at less-than-2-year institutions. Both Hispanic and black, non-Hispanic

postsecondary students were less likely to begin at 4-year institutions than were Asian/Pacific

Islander and white, non-Hispanic students.15

To what extent are persistence and attainment rates related to these differences in the

demographic characteristics of the beginning students by sector? Table 17 shows the percentage of

1989–90 beginning students who were either still enrolled or had attained a 

degree or certificate as of spring 1994, both overall and within each institutional sector. Overall, as

age at entry into postsecondary education increased, persistence and attainment decreased. For

example, nearly three-quarters (72 percent) of those who began at age 18 or younger had attained a

credential or were still enrolled through spring 1994, as compared with less than half of those who

began in their 20s or later. 

Table 17—Percentage of 1989–90 beginning postsecondary students who attained or were still enrolled

as of spring 1994 according to level of first institution attended, by selected demographic 

characteristics

Percentage who attained or were still enrolled in spring 1994 

Began at Began at Began at

4-year 2-year less-than-2-year

Total institution institution institution

Total 63.2 75.6 52.0 64.5

Gender

Male 61.6 73.7 50.8 62.4

Female64.6 77.3 53.2 65.7

Age when began at first institution

18 years or younger 72.4 79.7 61.5 68.0

19 years 56.4 64.5 50.5 65.0

20–29 years 47.9 47.5 43.2 63.8

30 years or older 40.2 34.6 35.7 61.2

Socioeconomic status

Lowest quartile 46.9 50.9 41.6 57.9

Middle quartiles 59.8 70.8 51.7 65.9

Highest quartile 73.1 81.0 59.3 75.8

Race–ethnicity

American Indian/Alaskan Native 72.0 — — — 

Asian/Pacific Islander 74.4 86.1 60.7 — 

Black, non-Hispanic 55.3 72.1 46.5 43.3

Hispanic 63.7 71.9 58.7 70.0

White, non-Hispanic 63.5 75.6 51.3 67.5

—Sample size too small for a reliable estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).
0 

10 

20 

30 

40 

50 

60 

70 

80 80

65

48

35

62

65

51

43

36

68

65 64

61

4-year 2-year less-than-2-year

Level of First Institution Attended

19 20–29 30 or older

10

80

70

60

50

40

30

20

18 or younger

%

attained

or still

enrolled

This finding is consistent with previous research. See U.S. Department of Education, National Center for Education Statistics, College

16

Persistence and Degree Attainment for 1980 High School Graduates: Hazards for Transfers, Stopouts, and Part-timers (Washington, D.C.: 1989);

U.S. Department of Education, National Center for Education Statistics, High School and Beyond, Educational Attainment of 1980 High School

Sophomores by 1992: 1992 Descriptive Summary of 1980 High School Sophomores 12 Years Later (Washington, D.C.: 1995).

17

The difference in the persistence and attainment rates by beginning age and sector of first

institution is illustrated in figure 2. At the less-than-2-year institutions, where the 

majority of beginning students were older than 18, age at entry did not make much difference: 68

percent of those who began at age 18 or younger had attained a certificate or were still enrolled 5

years later, as well as 61 percent of those age 30 or older. For those beginning at 4-year institutions,

a persistence and attainment decline occurs as early as age 19. Nearly 80 percent of those who had

entered 4-year institutions at age 18 or younger had attained a degree or were still enrolled after 5

years, as compared with 65 percent of students who entered at age 19. 16

Figure 2—Percentage of 1989–90 beginning postsecondary students who attained or were still enrolled as 

of spring 1994 according to level of first institution, by age when began postsecondary education

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).
J.P. Bean and B.S. Metzner, “A Conceptual Model of Non-traditional Undergraduate Student Attrition,” Review of Educational Research, 55

17

(4) (1985): 485–540.

U.S. Department of Education, National Center for Education Statistics, Profile of Undergraduates in U.S. Postsecondary Institutions:

18

1992–93: With an Essay on Undergraduates at Risk (Washington, D.C.: 1995).

The seven risk factors included no high school diploma (students who did not receive a high school diploma or who received a GED or

19

certificate of completion were considered not to have received a regular high school diploma); delayed entry after high school (students were

automatically considered to have delayed entry if they did not receive a regular high school diploma or if they received a GED or certificate

of completion. If the students received a high school diploma, they were categorized as delayed if they did not enter postsecondary education

in the same year that they graduated from high school); being financially independent; having children; being a single parent (students were

considered single parents if they had children living with them and were unmarried); attending less than full time during the first term; and

working full time while enrolled (working full time while enrolled was defined as working 34 or more hours per week).

18

Persistence and attainment of beginning students decreased at lower levels of socioeconomic

status. This was true overall and within each sector. Although few statistically significant

differences were found among racial–ethnic groups overall, they did appear within racial–ethnic groups

according to the sector in which students started. As shown in table 17, at 4-year institutions, the

persistence and attainment rate of Asian/Pacific Islander students (86 percent) was higher than that

of all other racial–ethnic groups. At less-than-2-year institutions, beginning black, non-Hispanic

students were significantly less likely than Hispanic or white, non-Hispanic students to persist or

attain a credential (43 percent versus 70 percent and 68 percent, respectively). Black, non-Hispanic

students who began at 4-year institutions, however, had the same overall persistence and attainment

rates (72 percent) as the white, non-Hispanic and Hispanic students who began there. Whereas both nonHispanic black and white students beginning in the 2-year sector had lower persistence and attainment

rates than those who began in the 4-year sector, among Hispanic students the difference was not

statistically significant.

Nontraditional Students and Risk of Attrition

Previous research suggests that many factors detrimental to postsecondary persistence and

attainment are associated with students who did not follow a traditional path through postsecondary

education. These include such attributes as not receiving a regular high school diploma, delaying 17

entry into postsecondary education after high school, being financially independent of parents, having

children, being a single parent, attending school part time, and working full time while enrolled in

postsecondary education. In a recent study of undergraduates enrolled in 1992–93, a risk index was

developed by summing the number of these attributes associated with each student. This risk index was 18

shown to be negatively associated with 1-year persistence rates in postsecondary education.

Following this model, a persistence risk index consisting of the sum of the seven risk factors

was assigned to each of the 1989–90 beginning postsecondary students as part of this analysis. The 19

results, which are shown in table 18, are consistent with the previous findings. As the number of risk

factors increases, the overall likelihood of having attained a degree or of still being enrolled 5

years after beginning postsecondary education decreases. More than three-quarters (78 percent) of the

first-time beginners with no risk factors when they began postsecondary education had attained a

credential or were still enrolled as of spring 1994, compared with less than half (43 percent) of those

with three or more risk factors.

Table 18 also shows that lower persistence and attainment rates were associated with each of

the seven component risk factors. This was not always true when examined within the three institutional

sectors, however. Although the presence of nearly all individual risk factors was associated with
All differences in persistence between those who had the risk factor present and those who did not were statistically significant except

20

for single parents beginning at 2-year institutions.

19

lower persistence and attainment in both the 2-year and the 4-year sectors, neither the number of risk 20

factors nor any individual component was significantly related to the persistence and attainment of

students who began at less-than-2-year institutions. 

Table 18—Percentage of 1989–90 beginning postsecondary students who attained or were still enrolled

as of spring 1994 according to level of first institution attended, by persistence risk factors

when they began postsecondary education

Percentage who attained or were still enrolled

Began at Began at Began at

4-year 2-year less-than-2-year

Total institution institution institution

Total 63.2 75.6 52.0 64.5

Number of risk factors when began at first institution

None 77.5 81.7 69.3 75.7

One 63.7 74.2 54.3 51.3

Two 53.8 51.3 50.3 72.0

Three or more 42.5 42.4 38.0 61.0

Attendance status when began at first institution

Full time 71.3 78.8 61.7 67.9

Part time 44.3 48.1 41.8 65.6

Dependency status when began at first institution

Dependent 73.0 79.6 63.2 71.0

Independent 48.2 56.5 42.1 63.0

Delayed postsecondary enrollment

Did not delay 72.1 79.6 61.5 71.6

Delayed 44.9 45.3 40.0 61.5

Number of children when began at first institution

None 66.4 76.9 54.7 68.1

One or more 45.8 39.5 42.0 59.1

Single parent when began at first institution

Not a single parent 65.0 76.8 53.5 66.8

Single parent 46.9 37.5 43.4 56.3

Worked full time while enrolled at first institution

Did not work full time 67.6 77.8 56.8 66.1

Worked full time 52.8 67.9 43.3 63.7

Type of high school diploma

High school diploma 64.8 76.0 54.1 65.5

GED, cert. of completion, no diploma 39.8 47.5 29.0 60.4

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).

Moreover, beginning students with two or more of these risk factors were more likely to persist

and attain at less-than-2-year institutions than in either of the other two sectors. Students with high
See Vincent Tinto, Leaving College: Rethinking the Causes and Cures of Student Attrition, 2nd ed. (Chicago, IL: University of Chicago Press,

21

1993), chapter 3.

20

risk of attrition were, therefore, more successful at completing the short vocational certificate

programs offered at less-than-2-year institutions than they were at persisting in the longer programs.

Among students with two or more risk factors, persistence and attainment rates did not differ

according to whether they began at 4-year or at 2-year institutions (about 50 percent with two risk

factors and about 40 percent with three factors). Students with only one or with no risk factors at all,

however, were more likely to persist and attain a credential if they started at a 4-year institution

than a 2-year institution. For such low-risk students, factors other than those measured by the seven

risk factors, such as institutional selectivity, academic preparation, and individual motivation, may

explain the differences in persistence and attainment. 21

The overall difference in the 5-year persistence and attainment rates between those starting

at 4-year institutions (76 percent) and those starting at 2-year institutions (52 percent) reflects

the substantial difference in the proportion of beginning students with risk factors in the two sectors

(table 19). Two-thirds (64 percent) of those entering 4-year institutions had no risk factors at all,

as compared with about one-quarter (28 percent) of those entering 2-year institutions.

How is the presence of a high number of risk factors related to the demographic characteristics

of beginning students? As shown in table 19, the number of risk factors was inversely related to the SES

of the beginning students. There were few significant differences in the number of risk factors among

racial–ethnic groups, except that Hispanic students were less likely to begin with no risk factors than

white, non-Hispanic students. 
J.P. Bean and B.S. Metzner, “A Conceptual Model of Non-traditional Undergraduate Student Attrition,” Review of 22

Educational Research 55 (4) (1985): 485–540.

21

Table 19—Percentage distribution of 1989–90 beginning postsecondary students according to number of

risk factors when they began postsecondary education, by selected demographic and attendance

characteristics

Number of risk factors in 1989–90

None One Two Three or more 

Total 42.2 22.4 10.4 25.0

Level of first institution

4-year 63.5 24.3 5.8 6.5

2-year 28.2 22.2 13.1 36.6

Less-than-2-year 18.7 13.1 18.4 49.8

Degree working toward at first institution 

None 17.2 14.2 20.6 47.9

Certificate 16.6 15.0 14.7 53.6

Associate's degree 31.1 23.7 11.7 33.5

Bachelor's degree 59.8 24.3 7.4 8.4

Age when began at first institution

18 years or younger 62.8 27.7 6.9 2.7

19 years 27.9 33.4 21.8 16.9

20–29 years 2.5 7.9 17.0 72.5

30 years or older 0 1.2 6.5 92.3

Socioeconomic status 

Lowest quartile 10.1 11.7 12.9 65.0

Middle quartiles 36.8 21.2 12.5 29.4

Highest quartile 60.1 27.8 7.1 5.1

Race–ethnicity 

American Indian/Alaskan Native 43.0 6.7 7.8 42.5

Asian/Pacific Islander 49.3 21.4 7.4 22.0

Black, non-Hispanic 41.1 19.5 11.3 28.0

Hispanic 27.9 28.2 15.2 28.7

White, non-Hispanic 43.5 22.3 10.0 24.3

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).

The number of risk factors was directly related to the student's age at entry into postsecondary

education. Because many of the risk factors, such as having children and being independent of parents,

are correlated with age, it is not surprising that more than 70 percent of those who started

postsecondary education in their 20s or older began with three or more risk factors. Although only 3

percent of students age 18 or younger had three or more risk factors, students who entered

postsecondary education at age 19, only 1 year later, were more than five times as likely (17 percent)

to have three or more risk factors. This is consistent with results discussed earlier, showing that 19-

year-old beginners at 4-year institutions were significantly less likely to persist than those who

began at age 18 or younger.

The direct relationship of age at entry into postsecondary education and the number of risk

factors is consistent with previous research that suggests that the environmental variables and

external constraints that interfere with persistence and attainment increase with student age. Older 22

nontraditional students who began postsecondary education at either 2-year or 4-year institutions were

much less likely to have attained a degree or still be enrolled after 5 years than traditional 18-year-
See table 15. 23

U.S. Department of Education, National Center for Education Statistics, College Persistence and Degree Attainment for 1980 High School

24

Graduates: Hazards for Transfers, Stopouts, and Part-timers (Washington, D.C.: 1989).

22

old beginners. One important exception to this pattern, however, is the finding that neither age at

entry nor the number of risk factors is associated with persistence and attainment at less-than-2-year

institutions. The shorter time commitment required to complete a vocational certificate at less-than2-year institutions, an average of 11 months, appears to mitigate the impact of the risk factors on 23

persistence and attainment.

Persistence Toward the Bachelor's Degree at 4-Year Institutions

The previous discussion of persistence and attainment by sector has assumed a very broad

definition of these terms to include students who were still enrolled anywhere in postsecondary

education and those who had attained any degree or certificate during the 5 years under consideration,

no matter where they started. This broad definition of persistence in postsecondary education allows

for breaks in enrollment continuity, changes in degree objectives, and transfers to lower level

sectors.

A more restricted definition specifically designed for analyzing the persistence of beginning

students working toward a bachelor's degree at 4-year institutions has been used in previous

research. In this approach, persistence is defined as uninterrupted year-to-year enrollment 24

continuity within the 4-year sector toward a single degree objective, the bachelor's degree. Students

who meet these conditions are considered to be on the “persistence track,” following an enrollment path

that results in a high likelihood of bachelor's degree attainment. Students leave the track if they

interrupt enrollment continuity in any number of ways: “stopping out” by leaving and then returning to

the same institution, transferring after an enrollment gap, transferring to a less-than-4-year

institution, or leaving postsecondary education without reenrolling anywhere.

An analysis using the persistence-track approach involves tracing the persistence and

attainment status of students from year to year, by examining the following outcomes for each year:

degree attainment, persistence through the year and into the next year at the same or another 4-year

institution, and interruptions in persistence through stopouts and downward or delayed transfers.

Figure 3 illustrates the flow of persisters along the persistence track from 1989–90 through the

1993–94 academic year. The numbers in parentheses trace the flow of a cohort of 1,000 beginning

students through the entire model. For example, tracing the flow of persisters down the central axis of

the figure reveals that 837 out of 1,000 students persisted into the second year, 758 through the

second year and into the third, and 602 through the third year into the fourth. The number and

percentage of those who leave the persistence track each year are shown in the boxes on the left side of

the figure.

As figure 3 illustrates, year-to-year persistence rates for those who stayed on the persistence

track in the previous year were very high: 84 percent persisted into their second year, and 91 percent

of those persisted on to year three. In the third year, students begin to complete bachelor's degrees;

therefore, the bachelor's degree attainment rates must be added to the percentage of those who persist

into the next year. 
Persistence

Enrolled in

4-year sector

Persisted in

4-year sector

Persisted in

4-year sector

Persisted in

4-year sector

Persisted in

4-year sector

Enrolled in

4-year sector

1989–90

1990–91

1991–92

1992–93

1993–94

83.7% (837)

90.6% (758)

79.5% (602)

50.7% (305)

67.3%

(205)

41.3%

(249)

5.0%

(38) 

0.3%

(2) 

0.1%

(1) 

16.2%

(162)

 9.1%

 (77) 

15.5%

(118)

8.0%

(48) 

6.4%

(20) 

Certificate 3.9% (16)

Associate’s 4.0% (17)

Bachelor’s 20.6% 

Certificate 0.1% (1)

Associate’s 0.3% (1)

Bachelor’s 66.9% (203)

2

Certificate 0.2% (2)

Associate’s 0.3% (2)

Bachelor’s 4.5% (34)

2

Certificate 0.2% (1)

Associate’s 0.2% (1)

 

2

Certificate 0.1% (1)

 

Downward or delayed

 transfer 8.2% (82)

Stopout 4.0% (40)

Left, no

 return 4.0% (40)

Downward or delayed

 transfer 1.5% (13)

Stopout 5.1% (43)

Left, no

 return 2.5% (21)

Downward or delayed

 transfer 6.3% (48)

Stopout 4.8% (36)

Left, no

 return 4.4% (34)

Downward or delayed

 transfer 2.6% (16)

Stopout 2.4% (14)

Left, no

 return 3.0% (18)

Nondegree

departure

26.3% (80)

Academic

year

55.8%

(237)

28.5%

(121)

15.7%

(67)

Degree

attainment

Certificate 0.3% (2)

Associate’s 0.6% (4)

Bachelor’s 40.4% (243)

2

 Not enrolled in

 4-year sector

100% (1,000)

100% (837)

100% (758)

100% (602)

100% (305)

(88)

1

 Left, no

 return 5.5% (17)

Stopout 1.0% (3)

23

Figure 3—Persistence, degree attainment, and nondegree departure among bachelor's degree seekers in 

4-year institutions: 1989–90 through 1993–94

Students enrolled in a 4-year institution who indicated they were working toward a bachelor's degree represented by a standard cohort of 1

1,000.

Includes only associate's degree completers who did not continue working toward a bachelor's degree in the 4-year sector. 2

NOTE: Details may not sum to totals due to rounding.

SOURCE: Compendium tables 13.1–13.5.
24

The combined rates of persistence and bachelor's degree attainment for those on the persistence

track were 85 percent for the third year (80 percent persisted into the next year and 5 percent attained

in the third year); 91 percent for the fourth year (51 percent persisted and 40 percent attained); and

93 percent in the fifth year (26 percent persisted and 67 percent attained). In the first year, 16

percent of the initial cohort left the persistence track; in the second year, 9 percent of those who had

persisted left the track; and in the third year, 16 percent of the persisters left the track. In the

fourth year, 8 percent of persisters left and in the fifth year, only 6 percent left.

The difference in the attainment of those who stayed on the persistence track and those who did

not is displayed in table 20. Overall, 57 percent of bachelor's degree seekers who began at 4-year

institutions in 1989–90 had completed the degree by spring 1994, and another 15 percent indicated that

they were still enrolled at a 4-year institution. Students who left the persistence track were much

less likely to have completed the degree within 5 years (21 percent) than the persisters who had a

pattern of continuous enrollment in the 4-year sector (84 percent).

Table 20—Percentage distribution of 1989–90 beginning students seeking a bachelor's degree at 4-year

institutions according to persistence and attainment outcomes as of spring 1994, by selected

student and enrollment characteristics

Attained bachelor's 

or still enrolled at 

4-year institution in 1994 Not enrolled at 4-year institution

No

Attained degree, Attained Attained No

Total bachelor's enrolled associate's certificate degree

Total 71.9 57.0 14.9 2.3 2.2 23.6

Departure from the persistence track

Did not leave 98.0 83.8 14.2 1.2 0.8 † 

Left persistence track 36.3 20.6 15.7 3.9 4.0 55.8

Type of departure from the persistence track

Did not leave 98.0 83.8 14.2 1.2 0.8 † 

Downward or delayed transfer 42.3 22.0 20.3 9.9 9.4 38.4

Stopout 64.4 38.8 25.5 0.5 1.4 33.8

Timing of departure from the persistence track

Did not leave 98.0 83.8 14.2 1.2 0.8 † 

1989–90 departure 25.2 12.8 12.4 9.4 7.4 58.0

1990–91 departure 38.7 23.4 15.4 0.8 3.7 56.8

1991–92 departure 48.3 31.7 16.7 0.5 1.5 49.7

1992–93 departure 50.4 21.3 29.1 0.2 0.9 48.5

Control of first institution

Public 68.8 50.5 18.4 2.6 2.5 26.0

Private, not-for-profit 78.1 70.4 7.7 1.8 1.4 18.7
25

Table 20—Percentage distribution of 1989–90 beginning students seeking a bachelor's degree at 4-year

institutions according to persistence and attainment outcomes as of spring 1994, by selected

student and enrollment characteristics—Continued

Attained bachelor's 

or still enrolled at 

4-year institution in 1994 Not enrolled at 4-year institution

No

Attained degree, Attained Attained No

Total bachelor's enrolled associate's certificate degree

Intensity of enrollment when began at first institution

Full time 74.3 59.9 14.4 2.3 2.0 21.4

Part time 42.9 24.3 18.6 7.2 4.0 46.0

Gender

Male 71.1 53.2 17.8 2.0 1.9 25.1

Female72.6 60.5 12.1 2.7 2.4 22.3

Age when began at first institution

18 years or younger 75.0 60.2 14.8 2.3 1.9 20.8

19 years 58.4 43.0 15.4 1.8 3.9 35.9

20–29 years 45.2 29.3 15.9 4.2 4.6 46.1

30 years or older 34.5 19.7 14.8 3.3 1.5 60.7

Race–ethnicity

American Indian/Alaskan Native — — — — — — 

Asian/Pacific Islander 83.3 65.7 17.6 0 1.0 15.7

Black, non-Hispanic 64.9 43.8 21.1 2.0 3.5 29.6

Hispanic 69.9 49.2 20.7 1.2 1.2 27.7

White, non-Hispanic 72.1 58.3 13.8 2.6 2.1 23.2

Grade point average in 1989–90

Less than C's 42.0 29.5 12.5 5.1 5.1 47.8

Mostly C's 65.9 44.1 21.8 0.5 3.2 30.4

B's and C's 76.0 57.9 18.2 3.5 1.2 19.2

Mostly B's 81.3 68.4 12.9 1.2 1.8 15.8

A's and B's 85.8 73.4 12.5 0.5 0.5 13.1

Mostly A's 85.3 76.0 9.3 1.4 1.4 11.9

—Too few cases for a reliable estimate.

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).

Table 21 presents information on the timing of bachelor's degree completion. Overall, 31 percent

of bachelor's degree seekers who began at 4-year institutions attained the degree within 4 years, and

another 26 percent attained it during their fifth year. As would be expected, students with continuous

enrollment in the 4-year sector were far more likely than students with interrupted persistence to have

completed the degree within 4 years (48 percent compared with 8 percent) or in the fifth year (36 percent

compared with 13 percent). Although persistence in the 4-year sector is highly correlated with completion

of a bachelor's degree, it should be noted that about one out of five (21 percent) of the students who

stopped out, transferred after a break in enrollment, or transferred to a less-than-4-year institution

also returned and completed their initial bachelor's degree objective within 5 years, and another 16

percent were enrolled in the 4-year sector in 1994 (figure 3).
This is not inconsistent with the finding that there was no difference in overall persistence (anywhere in postsecondary education) between

25

black, non-Hispanic and white, non-Hispanic students who began at 4-year institutions (table 17).

26

Table 21—Percentage distribution of 1989–90 beginning students seeking a bachelor's degree at 4-year

institutions according to date of bachelor's degree receipt by June 1994, by selected enrollment

characteristics

Date of bachelor's degree receipt

July 1993–

No degree By June 1993 June 1994 

Total 42.9 31.3 25.8

Departure from the persistence track 

Did not leave 16.2 48.3 35.6

Left persistence track 79.4 8.1 12.5

Type of departure from the persistence track

Did not leave 16.2 48.3 35.6

Downward or delayed transfer 78.0 8.6 13.4

Stopout 61.2 15.4 23.4

Timing of departure from the persistence track

Did not leave 16.2 48.3 35.6

1989–90 departure 87.3 7.4 5.3

1990–91 departure 76.7 9.1 14.3

1991–92 departure 68.3 10.8 20.9

1992–93 departure 78.7 5.6 15.7

Control of first institution

Public 49.5 21.6 29.0

Private, not-for-profit 29.6 51.2 19.3

Attendance status when began at first institution

Full-time 40.0 33.2 26.8

Part-time 75.7 11.6 12.7

Grade point average in 1989–90

Less than C's 70.3 11.0 18.7

Mostly C's 55.9 18.1 26.0

B's and C's 42.1 27.8 30.2

Mostly B's 31.6 40.5 27.9

A's and B's 26.6 42.2 31.1

Mostly A's 23.8 54.7 21.5

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).

The propensity to leave the persistence track toward the bachelor's degree was related to the age

of entry into a 4-year institution. As is shown in table 22, older students were less likely than younger

students to maintain persistence, and the decline began at age 19. Of students who began college at age 18

or younger, 60 percent persisted without interruption, contrasted with only 45 percent of those who began

at age 19, 38 percent of those who began in their 20s, and 23 percent of those who began at age 30 or later.

Black, non-Hispanic students starting at 4-year institutions were less likely to stay on the persistence

track towards the bachelor's degree than either Asian/Pacific Islander or white, non-Hispanic students. 25

Other differences between racial–ethnic groups were not statistically significant.
27

Table 22—Percentage distribution of persistence track outcomes among 1989–90 beginning students seeking

a bachelor's degree at 4-year institutions: 1989–94

First type of departure from the persistence track 

Did not Downward

leave or Left

persistence delayed without

track transfer Stopout return

Total 57.7 16.1 13.3 12.9

Gender 

Male 55.2 16.7 15.0 13.1

Female60.0 15.5 11.8 12.8

Age when began at first institution

18 years or younger 60.4 16.1 12.8 10.7

19 years 45.2 17.6 17.1 20.1

20–29 years 37.7 11.5 16.6 34.2

30 years or older 22.5 20.1 10.3 47.1

Attendance status when began at first institution

Full time 61.1 14.8 12.7 11.4

Part time 25.2 28.5 17.4 28.9

Grade point average in 1989–90

Less than C's 30.5 26.9 20.3 22.3

Mostly C's 50.8 16.1 18.1 15.0

B's and C's 60.5 17.2 11.9 10.3

Mostly B's 67.7 11.0 10.3 11.0

A's and B's 71.9 10.0 9.9 8.1

Mostly A's 74.3 7.0 10.4 8.4

Race–ethnicity 

American Indian/Alaskan Native — — — — 

Asian/Pacific Islander 62.7 9.7 16.8 10.8

Black, non-Hispanic 45.4 20.8 16.7 17.1

Hispanic 53.1 20.1 13.2 13.7

White, non-Hispanic 58.9 15.6 12.8 12.6

Control of first institution 

Public 54.6 17.3 14.1 14.0

Private, not-for-profit 63.9 13.7 11.7 10.7

—Too few cases for a reliable estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).

The propensity to leave the persistence track was also related to how and where students entered

postsecondary education, and to their academic performance. Of bachelor's degree seekers who began their

postsecondary education at a public 4-year institution, 55 percent maintained persistence, as compared

with 64 percent among those who began at private, not-for-profit institutions. Those who first enrolled

as full-time students were twice as likely to persist without interruption as those who first enrolled as

part-time students (61 percent compared with 25 percent). Students' academic performance in their first

year was also related to their persistence rates: 74 percent of those who earned mostly A's maintained

their persistence, as compared with 31 percent of those whose grades were mostly below C's.
Compendium table 14.9. 26

28

Summary and Conclusion

Tracing a group of students longitudinally for 5 years, as was done in the Beginning Postsecondary

Students Longitudinal Study, provides the data necessary to understand what happens to the nearly 60

percent of beginning students in postsecondary education who leave their initial institution without

completing a program. The survey data show that about half of these students continue in postsecondary

education by transferring elsewhere, presumably to find a more appropriate program or institutional

match. Many do find such a match: within 5 years, nearly two-thirds of all first-time beginners had either

attained a degree or certificate or were still enrolled somewhere in postsecondary education.

Finding a more appropriate program or institution, however, takes time and delays completion.

Pursuing one degree at one institution without interruption is the most direct way to complete a program

in postsecondary education and to attain a degree in the shortest time. Many of the beginning students,

however, did not follow this direct path. They changed institutions, changed degree programs,

interrupted their studies, or some combinations therein. Interrupting the continuity of enrollment in

postsecondary education substantially decreased rates of attainment for all groups of students. As long

as there was no break in enrollment continuity, however, changing institutions or degree programs was an

effective way for students to persist in postsecondary education at high rates and to attain a

credential, even if it was not at the same level as their original degree objective.

A majority of the students who began postsecondary education for the first time in 1989–90 were

age 18 or younger, the traditional age cohort for beginning college. Only a small proportion of these

students had more than one persistence risk factor, and this young cohort had higher rates of five-year

persistence and attainment than any other age group. Ninety percent of all the first-time beginners who

attained a bachelor's degree within 5 years were age 18 or younger at the time that they began

postsecondary education in 1989–90.26

Those who did not begin postsecondary education until after the traditional age of 18 were

burdened with persistence risk factors which increased with their age at entry. Although neither age at

entry nor the number of risk factors was related to persistence and attainment rates for those who began

at less-than-2-year institutions, older nontraditional students who began at either 2-year or 4-year

institutions were less likely than their younger counterparts to attain any degree or to still be

enrolled anywhere in postsecondary education after 5 years.
Table Compendium
Part I

Supplemental Persistence and Attainment Tables
Section 1

Overall Persistence and Attainment of Highest Degree – Total
32

Table 1.1—Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment of highest degree as of spring 1994, by first institution attended, first

degree working toward, and first degree attained

Overall

Highest degree attained persistence and attainment

No No degree,

Associate's Bachelor's Attained degree, not

None Certificate degree degree degree enrolled enrolled

Total 50.0 12.9 11.2 25.8 50.0 13.3 36.8

Level and control of first institution

4-year

Public 45.2 3.2 4.7 47.0 54.8 18.4 26.8

Private, not-for-profit 28.1 2.3 3.0 66.6 71.9 8.6 19.5

Private, for-profit — — — — — — — 

2-year

Public 63.3 12.9 17.5 6.3 36.7 14.7 48.6

Private, not-for-profit 47.8 14.5 29.6 8.1 52.2 12.5 35.3

Private, for-profit 48.0 22.9 26.8 2.3 52.0 1.5 46.5

Less-than-2-year

Public 45.1 52.6 2.3 0 54.9 1.6 43.5

Private, not-for-profit 37.2 40.3 22.5 0 62.8 14.9 22.3

Private, for-profit 36.0 60.9 1.8 1.2 64.0 2.1 33.9

Level of first institution

4-year 39.6 2.9 4.2 53.3 60.4 15.2 24.4

2-year 61.6 13.8 18.6 6.1 38.4 13.6 48.0

Less-than-2-year 38.0 58.3 2.8 0.9 62.0 2.5 35.5

Control of first institution

Public 55.8 10.2 12.2 21.8 44.2 15.8 40.1

Private, not-for-profit 30.5 4.5 6.3 58.8 69.5 9.1 21.3

Private, for-profit 40.4 46.9 11.1 1.6 59.6 1.9 38.6

Degree working toward at first

 institution

None 82.8 7.6 3.7 5.9 17.2 13.2 69.6

Certificate 45.2 48.3 4.8 1.7 54.8 3.8 41.4

Associate's degree 56.8 11.3 22.7 8.9 43.2 12.1 44.7

Bachelor's degree 43.2 3.8 7.2 45.8 56.8 17.0 26.1

First type of degree attained

None 100.0 † † † † 26.5 73.5

Certificate † 95.8 3.1 1.1 100.0 † † 

Associate's degree † † 82.2 17.8 100.0 † † 

Bachelor's degree † † † 100.0 100.0 † † 

—Too few cases for a reliable estimate.

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
33

Table 1.2—Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment of highest degree as of spring 1994, by attendance patterns through

first degree attained (if any) or last enrollment

Overall

Highest degree attained persistence and attainment

No No degree,

Associate's Bachelor's Attained degree, not

None Certificate degree degree degree enrolled enrolled

Total 50.0 12.9 11.2 25.8 50.0 13.3 36.8

Number of months enrolled through

 first degree*

Less than 12 months 72.6 25.4 1.7 0.4 27.5 0.6 72.0

12–24 months 53.7 20.3 17.4 8.7 46.3 8.2 45.5

25–36 months 39.8 7.4 24.0 28.9 60.2 10.5 29.3

37–48 months 31.2 1.8 8.4 58.6 68.8 22.6 8.6

More than 48 months 49.7 1.0 2.9 46.4 50.3 45.5 4.2

Intensity of enrollment through

 first degree*

Exclusively part time 81.3 16.5 1.5 0.7 18.7 6.4 74.9

Mixed 46.4 9.5 14.2 29.9 53.6 20.7 25.7

Exclusively full time 38.8 15.0 12.7 33.5 61.2 8.4 30.5

Number of institutions attended

 through first degree*

One 50.8 12.2 11.0 26.0 49.2 8.3 42.5

More than one 48.8 14.1 11.5 25.6 51.2 20.9 28.0

Enrollment continuity through first

 degree*

Continuously enrolled 43.9 13.2 11.5 31.5 56.1 8.4 35.4

Not continuously enrolled 64.9 12.4 10.5 12.2 35.1 24.8 40.1

Transfer status through first degree*

Did not transfer 48.2 11.1 11.3 29.4 51.8 9.0 39.2

Transferred 54.7 17.5 11.0 16.8 45.3 23.8 30.9

Academic year of last enrollment

1989–90 84.6 15.4 0 0 15.4 † 84.6

1990–91 56.5 34.5 9.0 0 43.5 † 56.5

1991–92 57.0 17.7 18.9 6.5 43.0 † 57.0

1992–93 19.0 5.0 11.6 64.3 80.9 † 19.0

1993–94 44.1 7.5 13.8 34.6 55.9 31.7 12.4

Transfer status and enrollment 

 continuity through first degree*

Did not transfer, continuously

 enrolled 44.2 12.6 11.2 32.0 55.8 5.4 38.8

Did not transfer, not

continuously enrolled 64.4 5.2 11.6 18.8 35.6 23.6 40.8

Transferred, continuously

 enrolled 42.6 15.8 12.6 29.0 57.4 21.4 21.1

Transferred, not continuously

 enrolled 65.3 18.9 9.6 6.2 34.7 25.9 39.4

Through first degree (if any) or last enrollment. *

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
34

Table 1.3—Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment of highest degree as of spring 1994, by demographic characteristics

Overall

Highest degree attained persistence and attainment

No No degree,

Associate's Bachelor's Attained degree, not

None Certificate degree degree degree enrolled enrolled

Total 50.0 12.9 11.2 25.8 50.0 13.3 36.8

Gender

Male 54.0 11.3 10.2 24.5 46.0 15.6 38.4

Female 46.6 14.4 12.1 26.9 53.4 11.2 35.4

Age when began at first institution

18 years or younger 42.2 7.2 12.5 38.1 57.8 14.6 27.6

19 years 59.2 15.8 12.6 12.5 40.8 15.6 43.6

20–29 years 62.3 24.8 8.2 4.7 37.7 10.2 52.1

30 years or older 67.0 24.9 6.4 1.7 33.0 7.2 59.8

Socioeconomic status

Lowest quartile 62.1 23.2 8.9 6.1 37.9 9.0 53.1

Middle quartiles 54.6 15.2 11.4 18.7 45.4 14.4 40.2

Highest quartile 40.4 6.6 11.9 41.1 59.6 13.5 26.9

Race–ethnicity of student

American Indian/Alaskan Native 49.5 22.8 11.9 15.8 50.5 21.5 28.0

Asian/Pacific Islander 45.4 11.4 8.4 34.8 54.6 19.8 25.6

Black, non-Hispanic 58.2 16.1 8.8 16.9 41.8 13.5 44.7

Hispanic 55.0 15.7 11.5 17.8 45.0 18.7 36.3

White, non-Hispanic 48.8 12.3 11.6 27.3 51.2 12.3 36.5

Marital status when began at first

 institution

Not married 46.9 11.3 12.0 29.8 53.1 14.1 32.8

Married 64.9 22.7 8.1 4.4 35.1 7.7 57.2

Separated 59.0 37.4 2.5 1.1 41.0 1.2 57.7

Parental education

Less than high school diploma 59.5 24.3 7.2 9.1 40.5 9.3 50.3

High school diploma 54.7 15.8 12.2 17.4 45.3 11.1 43.5

Some postsecondary 49.4 11.2 12.2 27.2 50.6 14.5 34.9

Bachelor's or higher 41.2 6.2 11.8 40.8 58.8 16.9 24.3

Dependency status in 1989–90

Dependent 45.2 9.1 12.5 33.3 54.8 14.4 30.8

Independent 64.2 23.9 7.5 4.4 35.8 10.0 54.1

Income and dependency status in

 1989–90

Dependent

Less than $20,000 52.6 12.1 13.7 21.6 47.4 14.7 37.9

$20,000–39,999 48.8 9.8 12.7 28.7 51.2 14.2 34.6

$40,000–59,999 42.8 9.3 12.0 35.9 57.2 13.8 29.0

$60,000 or more 35.3 4.9 11.3 48.5 64.8 15.2 20.0

Independent

Less than $10,000 57.0 28.3 8.8 5.9 43.0 9.4 47.7

$10,000–19,999 66.6 22.4 7.4 3.6 33.4 11.0 55.6

$20,000 or more 71.6 19.4 6.0 3.0 28.4 10.1 61.5

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
35

Table 1.4—Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment of highest degree as of spring 1994, by persistence risk factors when

they began postsecondary education

Overall

Highest degree attained persistence and attainment

No No degree,

Associate's Bachelor's Attained degree, not

None Certificate degree degree degree enrolled enrolled

Total 50.0 12.9 11.2 25.8 50.0 13.3 36.8

Number of risk factors when began

 at first institution1

None 37.1 7.2 12.6 43.1 62.9 14.6 22.5

One 50.2 9.9 12.7 27.2 49.8 13.9 36.3

Two 58.2 20.6 13.5 7.7 41.8 12.1 46.2

Three or more 68.4 22.1 6.6 2.9 31.6 10.9 57.5

High school diploma or equivalency

 status

High school diploma 49.0 12.1 11.6 27.3 51.0 13.8 35.2

GED or high school equivalent 65.5 25.4 5.7 3.4 34.5 5.3 60.3 2

Delayed postsecondary enrollment

Did not delay 42.7 8.3 12.9 36.2 57.3 14.8 27.9

Delayed 65.3 22.6 7.7 4.4 34.7 10.1 55.1

Attendance status when began at

 first institution

Full time 42.0 11.3 12.6 34.2 58.0 13.3 28.7

Part time 69.7 16.6 9.6 4.1 30.3 14.0 55.7

Dependency status when began at

 first institution

Dependent 41.1 8.9 12.6 37.5 59.0 14.0 27.0

Independent 63.9 19.7 9.2 7.3 36.1 12.1 51.8

Number of children when began at

 first institution

None 48.0 10.0 11.8 30.1 52.0 14.4 33.6

One or more 61.9 28.3 7.5 2.3 38.1 7.7 54.2

Single parent status when began at

 first institution

Not a single parent 48.7 11.4 11.7 28.1 51.3 13.7 35.0

Single parent 59.0 33.6 5.2 2.2 41.0 6.0 53.1

Worked full time while enrolled

 when began at first institution

Did not work full time 45.1 13.6 12.1 29.2 54.9 12.7 32.4

Worked full time 61.8 11.9 9.0 17.4 38.2 14.6 47.2

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

1

time attendance, and working full time while enrolled.

Passed tests of General Educational Development or high school equivalent, also includes a small number of cases with no high school diploma.

2

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
36

Table 1.5—Percentage of 1989–90 beginning postsecondary students who ever attended selected types of

institutions as of spring 1994, by first institution attended, first degree working toward, and

highest degree attained

Ever Ever

attended Ever attended

a 2-year attended a private

public a 4-year for-profit

institution institution institution

Total 56.3 54.8 14.1

Level and control of first institution

4-year

Public 25.1 100.0 1.9

Private, not-for-profit 20.8 100.0 1.6

Private, for-profit — — — 

2-year

Public 100.0 25.4 6.3

Private, not-for-profit 34.5 39.7 5.3

Private, for-profit 14.1 12.8 100.0

Less-than-2-year

Public 20.8 5.9 8.6

Private, not-for-profit 41.6 25.4 12.3

Private, for-profit 13.1 5.4 100.0

Level of first institution

4-year 23.7 100.0 1.8

2-year 91.2 24.9 13.4

Less-than-2-year 15.9 6.3 76.9

Control of first institution

Public 69.3 53.6 4.7

Private, not-for-profit 22.8 91.8 2.2

Private, for-profit 13.5 8.2 100.0

Degree working toward at first institution

None 87.0 22.3 11.7

Certificate 45.5 8.3 50.9

Associate's degree 83.7 31.5 13.4

Bachelor's degree 40.5 86.5 3.4

Highest degree attained

None 65.7 43.7 9.6

Certificate 55.5 15.9 56.0

Associate's degree 81.4 48.6 14.5

Bachelor's degree 27.5 98.4 1.5

—Too few cases for a reliable estimate.

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
37

Table 1.6—Percentage distribution of 1989–90 beginning postsecondary students according to control of

transfer institutions as of spring 1994, by first institution attended, first degree working toward,

and highest degree attained

Control of transfer institution

Private, Public to

Did Public not-for- private,

not to profit not-for- Other

transfer public to public profit transfers

Total 65.5 21.1 3.7 2.6 7.1

Level and control of first institution

4-year

Public 72.0 22.5 † 4.1 1.4

Private, not-for-profit 71.3 † 21.0 † 7.7

Private, for-profit — † † † — 

2-year

Public 57.8 33.3 † 3.2 5.6

Private, not-for-profit 37.6 † 44.8 † 17.6

Private, for-profit 68.2 † † † 31.8

Less-than-2-year

Public 74.1 16.0 † 1.4 8.4

Private, not-for-profit 46.4 † 21.5 † 32.1

Private, for-profit 77.9 † † † 22.0

Level of first institution

4-year 71.8 15.1 6.8 2.8 3.5

2-year 57.9 29.6 1.6 2.9 8.1

Less-than-2-year 75.9 3.5 0.8 0.3 19.5

Control of first institution

Public 63.7 28.7 † 3.5 4.1

Private, not-for-profit 67.1 † 23.6 † 9.3

Private, for-profit 74.3 † † † 25.6

Degree working toward at first institution

None 59.9 22.0 2.7 3.1 12.3

Certificate 80.0 3.4 0.9 1.2 14.4

Associate's degree 57.8 28.2 2.6 3.5 7.9

Bachelor's degree 65.6 22.5 5.3 2.5 4.0

Highest degree attained

None 67.6 21.8 4.1 2.3 4.1

Certificate 55.8 14.4 1.9 1.6 26.3

Associate's degree 44.9 39.0 3.6 3.9 8.6

Bachelor's degree 75.1 15.2 3.9 3.0 2.8

—Too few cases for a reliable estimate.

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
Section 2

Overall Persistence and Attainment of Highest Degree – By Sectors
39

Table 2.1a—Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

institutions according to overall persistence and attainment of highest degree as of spring 1994,

by control of first institution attended, first degree working toward, and first degree attained

Overall

Highest degree attained persistence and attainment

No No degree,

Associate's Bachelor's Attained degree, not

None Certificate degree degree degree enrolled enrolled

Students who began in 4-year institutions

Total 39.6 2.9 4.2 53.3 60.4 15.2 24.4

Control of first institution

Public 45.2 3.2 4.7 47.0 54.8 18.4 26.8

Private, not-for-profit 28.1 2.3 3.0 66.6 71.9 8.6 19.5

Private, for-profit — — — — — — — 

Degree working toward at first

 institution

None 69.6 5.3 4.4 20.8 30.5 12.4 57.1

Certificate 42.7 15.2 9.3 32.8 57.3 9.4 33.3

Associate's degree 56.0 5.8 16.7 21.5 44.0 13.1 43.0

Bachelor's degree 37.4 2.4 3.1 57.1 62.6 15.6 21.8

First type of degree attained

None 100.0 † † † † 38.4 61.6

Certificate † 89.3 4.0 6.7 100.0 † † 

Associate's degree † † 78.1 21.9 100.0 † † 

Bachelor's degree † † † 100.0 100.0 † † 

—Too few cases for a reliable estimate.

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
40

Table 2.1b—Percentage distribution of 1989–90 beginning postsecondary students who began in 2-year

institutions according to overall persistence and attainment of highest degree as of spring 1994,

by control of first institution attended, first degree working toward, and first degree attained

Overall

Highest degree attained persistence and attainment

No No degree,

Associate's Bachelor's Attained degree, not

None Certificate degree degree degree enrolled enrolled

Students who began in 2-year institutions

Total 61.6 13.8 18.6 6.1 38.4 13.6 48.0

Control of first institution

Public 63.3 12.9 17.5 6.3 36.7 14.7 48.6

Private, not-for-profit 47.8 14.5 29.6 8.1 52.2 12.5 35.3

Private, for-profit 48.0 22.9 26.8 2.3 52.0 1.5 46.5

Degree working toward at first

 institution

None 87.0 6.0 3.6 3.4 13.0 13.8 73.3

Certificate 56.0 37.7 6.2 0.2 44.0 5.3 50.7

Associate's degree 57.4 11.4 23.7 7.5 42.6 12.1 45.2

Bachelor's degree 63.1 8.1 21.0 7.9 36.9 22.5 40.6

First type of degree attained

None 100.0 † † † † 22.1 77.9

Certificate † 96.8 3.1 0.2 100.0 † † 

Associate's degree † † 83.3 16.7 100.0 † † 

Bachelor's degree † † † 100.0 100.0 † † 

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
41

Table 2.1c—Percentage distribution of 1989–90 beginning postsecondary students who began in less-than2-year institutions according to overall persistence and attainment of highest degree as of

spring 1994, by control of first institution, first degree working toward, and first degree

attained

Overall

Highest degree attained persistence and attainment

No No degree,

Associate's Bachelor's Attained degree, not

None Certificate degree degree degree enrolled enrolled

Students who began in less-than-2-year institutions

Total 38.0 58.3 2.8 0.9 62.0 2.5 35.5

Control of first institution

Public 45.1 52.6 2.3 0 54.9 1.6 43.5

Private, not-for-profit 37.2 40.3 22.5 0 62.8 14.9 22.3

Private, for-profit 36.0 60.9 1.8 1.2 64.0 2.1 33.9

Degree working toward at first

 institution

None — — — — — — — 

Certificate 36.3 60.0 2.7 1.0 63.7 2.3 34.0

Associate's degree — — — — — — — 

Bachelor's degree — — — — — — — 

First type of degree attained

None 100.0 † † † † 6.5 93.5

Certificate † 96.5 2.6 0.9 100.0 † † 

Associate's degree † † — — — † † 

Bachelor's degree † † † — — † † 

—Too few cases for a reliable estimate.

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
42

Table 2.2a—Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

institutions according to overall persistence and attainment of highest degree as of spring 1994,

by attendance patterns through first degree attained (if any) or last enrollment

Overall

Highest degree attained persistence and attainment

No No degree,

Associate's Bachelor's Attained degree, not

None Certificate degree degree degree enrolled enrolled

Students who began in 4-year institutions

Total 39.6 2.9 4.2 53.3 60.4 15.2 24.4

Number of months enrolled through

 first degree*

Less than 12 months 90.7 6.0 1.9 1.3 9.3 0.5 90.2

12–24 months 68.4 10.7 8.8 12.1 31.6 7.7 60.7

25–36 months 36.8 3.9 8.2 51.1 63.2 8.3 28.5

37–48 months 23.9 0.6 2.3 73.2 76.1 16.3 7.6

More than 48 months 41.1 0.3 0.4 58.2 58.9 37.1 4.0

Intensity of enrollment through

 first degree*

Exclusively part time 90.3 5.5 2.5 1.7 9.7 5.9 84.4

Mixed 40.6 2.9 4.1 52.4 59.4 19.8 20.8

Exclusively full time 32.8 2.5 4.4 60.3 67.3 11.2 21.6

Number of institutions attended

 through first degree*

One 37.1 0.9 2.5 59.6 62.9 11.5 25.6

More than one 42.8 5.3 6.3 45.6 57.2 19.8 23.0

Enrollment continuity through first

 degree*

Continuously enrolled 31.7 2.1 3.9 62.3 68.3 10.4 21.2

Not continuously enrolled 61.3 5.1 4.7 28.9 38.7 28.2 33.0

Transfer status through first degree*

Did not transfer 34.7 0.8 2.1 62.4 65.3 11.9 22.8

Transferred 52.2 8.3 9.4 30.2 47.8 23.6 28.6

Academic year of last enrollment

1989–90 98.1 1.9 0 0 1.9 † 98.1

1990–91 86.2 6.9 6.8 0 13.8 † 86.2

1991–92 65.2 7.8 8.1 18.8 34.8 † 65.2

1992–93 13.5 1.7 3.1 81.7 86.5 † 13.5

1993–94 39.4 2.5 4.3 53.8 60.6 28.9 10.5

Transfer status and enrollment

 continuity through first degree*

Did not transfer, continuously

 enrolled 30.0 0.9 2.1 67.0 70.0 8.7 21.3

Did not transfer, not

continuously enrolled 54.7 0.4 2.1 42.9 45.3 25.6 29.1

Transferred, continuously

 enrolled 38.0 6.8 11.1 44.1 62.0 17.0 21.0

Transferred, not continuously

 enrolled 68.1 9.9 7.5 14.5 31.9 31.0 37.2

Through first degree (if any) or last enrollment. *

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
43

Table 2.2b—Percentage distribution of 1989–90 beginning postsecondary students who began in 2-year

institutions according to overall persistence and attainment of highest degree as of spring 1994,

by attendance patterns through first degree attained (if any) or last enrollment

Overall

Highest degree attained persistence and attainment

No No degree,

Associate's Bachelor's Attained degree, not

None Certificate degree degree degree enrolled enrolled

Students who began in 2-year institutions

Total 61.6 13.8 18.6 6.1 38.4 13.6 48.0

Number of months enrolled through

 first degree*

Less than 12 months 80.3 17.7 1.9 0.1 19.7 0.5 79.8

12–24 months 53.1 17.2 21.5 8.2 46.9 8.9 44.2

25–36 months 43.4 9.4 41.1 6.1 56.6 12.7 30.7

37–48 months 53.2 5.5 26.0 15.3 46.8 41.6 11.6

More than 48 months 75.4 3.2 10.0 11.5 24.6 70.4 5.0

Intensity of enrollment through

 first degree*

Exclusively part time 87.4 10.9 1.6 0.2 12.6 7.7 79.8

Mixed 53.5 14.3 24.7 7.5 46.5 22.3 31.3

Exclusively full time 48.7 15.7 26.1 9.6 51.3 7.3 41.4

Number of institutions attended

 through first degree*

One 65.7 9.3 19.9 5.2 34.3 7.8 57.8

More than one 55.2 20.7 16.7 7.4 44.8 22.6 32.6

Enrollment continuity through first

 degree*

Continuously enrolled 58.0 12.5 20.8 8.7 42.0 8.6 49.5

Not continuously enrolled 68.2 16.1 14.6 1.1 31.8 23.1 45.1

Transfer status through first degree*

Did not transfer 64.1 9.1 21.6 5.2 35.9 8.4 55.6

Transferred 56.2 23.6 12.3 7.9 43.8 24.4 31.8

Academic year of last enrollment

1989–90 91.0 9.0 0 0 9.0 † 91.0

1990–91 62.8 24.5 12.7 0 37.2 † 62.8

1991–92 56.2 18.2 24.9 0.7 43.8 † 56.2

1992–93 36.1 10.1 36.8 17.0 63.9 † 36.1

1993–94 51.4 11.1 25.3 12.2 48.6 36.5 14.8

Transfer status and enrollment

 continuity through first degree*

Did not transfer, continuously

 enrolled 61.2 9.7 22.5 6.6 38.8 3.8 57.4

Did not transfer, not

 continuously enrolled 73.2 7.0 19.0 0.9 26.8 23.2 50.0

Transferred, continuously

 enrolled 46.2 22.7 14.4 16.6 53.8 26.4 19.8

Transferred, not continuously

 enrolled 63.7 24.2 10.7 1.4 36.3 22.9 40.8

Through first degree (if any) or last enrollment. *

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
44

Table 2.2c—Percentage distribution of 1989–90 beginning postsecondary students who began in less-than2-year institutions according to overall persistence and attainment of highest degree as of spring

1994, by attendance patterns through first degree attained (if any) or last enrollment

Overall

Highest degree attained persistence and attainment

No No degree,

Associate's Bachelor's Attained degree, not

None Certificate degree degree degree enrolled enrolled

Students who began in less-than-2-year institutions

Total 38.0 58.3 2.8 0.9 62.0 2.5 35.5

Number of months enrolled through

 first degree*

Less than 12 months 41.6 56.9 0.7 0.7 58.4 0.9 40.8

12–24 months 27.3 66.4 5.7 0.7 72.7 4.7 22.6

25–36 months — — — — — — — 

37–48 months — — — — — — — 

More than 48 months — — — — — — — 

Intensity of enrollment through

 first degree*

Exclusively part time 46.3 52.9 0.2 0.6 53.7 0.8 45.5

Mixed 36.7 48.3 14.0 1.0 63.3 14.6 22.1

Exclusively full time 33.2 63.9 1.8 1.1 66.8 0.7 32.5

Number of institutions attended

 through first degree*

One 35.8 62.5 1.0 0.7 64.2 0 35.8

More than one 48.1 38.9 10.9 2.0 51.9 14.1 34.0

Enrollment continuity through first

 degree*

Continuously enrolled 35.3 62.1 1.9 0.6 64.7 0.2 35.1

Not continuously enrolled 57.1 31.0 8.9 3.0 42.9 18.6 38.5

Transfer status through first degree*

Did not transfer 34.4 63.1 1.8 0.6 65.6 0 34.4

Transferred 60.7 27.8 8.8 2.7 39.3 18.3 42.4

Academic year of last enrollment

1989–90 54.0 46.0 0 0 46.0 † 54.0

1990–91 26.4 73.2 0.4 0 73.6 † 26.4

1991–92 31.7 66.3 2.0 0.0 68.3 † 31.7

1992–93 — — — — — — — 

1993–94 30.6 47.5 15.9 6.1 69.4 17.8 12.8

Transfer status and enrollment

 continuity through first degree*

Did not transfer, continuously

 enrolled 34.4 63.0 1.9 0.7 65.6 0 34.4

Did not transfer, not

 continuously enrolled — — — — — — — 

Transferred, continuously

 enrolled — — — — — — — 

Transferred, not continuously

 enrolled 63.4 21.3 11.5 3.8 36.6 24.0 39.4

Through first degree (if any) or last enrollment. *

—Too few cases for a reliable estimate.

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
45

Table 2.3a—Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

institutions according to overall persistence and attainment of highest degree as of spring 1994,

by demographic characteristics

Overall

Highest degree attained persistence and attainment

No No degree,

Associate's Bachelor's Attained degree, not

None Certificate degree degree degree enrolled enrolled

Students who began in 4-year institutions

Total 39.6 2.9 4.2 53.3 60.4 15.2 24.4

Gender

Male 43.5 2.4 3.9 50.2 56.5 17.3 26.3

Female 36.1 3.3 4.4 56.2 63.9 13.4 22.7

Age when began at first institution

18 years or younger 35.6 2.4 4.0 58.0 64.4 15.3 20.3

19 years 52.2 4.7 3.0 40.0 47.8 16.7 35.5

20–29 years 65.2 5.3 6.9 22.5 34.8 12.7 52.5

30 years or older 76.5 7.9 6.4 9.2 23.5 11.1 65.4

Socioeconomic status

Lowest quartile 66.5 2.8 4.9 25.8 33.5 17.4 49.1

Middle quartiles 46.2 3.7 5.0 45.1 53.8 17.0 29.2

Highest quartile 32.8 2.4 3.5 61.3 67.3 13.8 19.0

Race–ethnicity of student

American Indian/Alaskan Native — — — — — — — 

Asian/Pacific Islander 32.5 2.7 1.7 63.1 67.6 18.5 13.9

Black, non-Hispanic 49.2 4.6 4.3 41.9 50.8 21.3 27.9

Hispanic 49.4 1.3 2.1 47.2 50.6 21.3 28.1

White, non-Hispanic 38.6 2.7 4.4 54.3 61.4 14.1 24.4

Marital status when began at first

 institution

Not married 38.0 2.6 4.1 55.3 62.0 15.3 22.7

Married 65.2 8.9 6.4 19.5 34.8 11.8 53.4

Separated — — — — — — — 

Parental education

Less than high school diploma 44.3 7.1 6.6 42.0 55.8 14.7 29.6

High school diploma 49.5 4.6 4.6 41.3 50.5 16.7 32.8

Some postsecondary 41.9 2.1 4.9 51.2 58.1 14.9 26.9

Bachelor's or higher 31.9 1.8 3.2 63.1 68.1 14.7 17.2

Dependency status in 1989–90

Dependent 37.1 2.6 4.0 56.3 62.9 15.3 21.8

Independent 66.9 6.2 5.4 21.5 33.1 14.1 52.8

Income and dependency status in 

 1989–90

Dependent

Less than $20,000 47.5 3.0 4.9 44.5 52.5 18.2 29.3

$20,000–39,999 41.9 2.5 4.0 51.5 58.1 16.5 25.5

$40,000–59,999 35.2 3.3 4.1 57.4 64.8 15.5 19.6

$60,000 or more 27.8 1.7 3.4 67.1 72.2 12.2 15.6

Independent

Less than $10,000 63.0 5.5 6.4 25.1 37.0 17.0 46.0

$10,000–19,999 60.7 5.8 3.0 30.5 39.3 18.1 42.6

$20,000 or more 76.9 7.5 5.2 10.4 23.1 7.1 69.8

—Too few cases for a reliable estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
46

Table 2.3b—Percentage distribution of 1989–90 beginning postsecondary students who began in 2-year

institutions according to overall persistence and attainment of highest degree as of spring 1994,

by demographic characteristics

Overall

Highest degree attained persistence and attainment

No No degree,

Associate's Bachelor's Attained degree, not

None Certificate degree degree degree enrolled enrolled

Students who began in 2-year institutions

Total 61.6 13.8 18.6 6.1 38.4 13.6 48.0

Gender

Male 65.4 13.0 16.2 5.5 34.6 16.2 49.2

Female 58.1 14.4 20.9 6.6 41.9 11.2 46.8

Age when began at first institution

18 years or younger 53.2 9.9 25.8 11.0 46.8 14.7 38.5

19 years 66.8 13.6 19.3 0.2 33.2 17.4 49.5

20–29 years 68.8 18.8 9.9 2.5 31.2 12.0 56.8

30 years or older 72.7 18.4 8.0 0.8 27.3 8.4 64.3

Socioeconomic status

Lowest quartile 68.1 18.1 11.8 1.9 31.9 9.6 58.4

Middle quartiles 63.1 14.9 16.6 5.4 36.9 14.8 48.3

Highest quartile 54.6 8.9 26.6 9.9 45.4 13.9 40.7

Race–ethnicity of student

American Indian/Alaskan Native — — — — — — — 

Asian/Pacific Islander 62.4 15.0 16.7 5.9 37.6 23.0 39.3

Black, non-Hispanic 64.8 17.8 14.1 3.2 35.2 11.3 53.5

Hispanic 61.8 15.3 16.4 6.6 38.2 20.5 41.3

White, non-Hispanic 61.0 13.1 19.6 6.4 39.0 12.2 48.8

Marital status when began at first

 institution

Not married 58.1 13.2 21.5 7.3 41.9 14.8 43.3

Married 71.3 16.5 9.7 2.6 28.8 8.5 62.8

Separated — — — — — — — 

Parental education

Less than high school diploma 69.7 19.2 9.1 2.0 30.3 10.2 59.5

High school diploma 60.4 14.6 18.7 6.3 39.6 9.8 50.7

Some postsecondary 61.0 11.4 20.9 6.8 39.0 16.3 44.7

Bachelor's or higher 57.0 9.8 25.0 8.2 43.0 21.1 35.9

Dependency status in 1989–90

Dependent 56.5 11.7 23.5 8.4 43.5 14.6 41.8

Independent 71.2 17.6 9.4 1.8 28.8 11.7 59.5

Income and dependency status in

 1989–90

Dependent

Less than $20,000 59.4 12.7 22.3 5.6 40.6 14.4 45.1

$20,000–39,999 56.0 13.1 21.5 9.3 44.0 12.6 43.4

$40,000–59,999 55.5 12.1 23.3 9.1 44.5 12.5 43.0

$60,000 or more 53.9 5.9 30.5 9.8 46.1 23.6 30.2

Independent

 Less than $10,000 60.7 25.0 11.9 2.4 39.3 10.1 50.6

$10,000–19,999 79.7 11.1 8.7 0.5 20.3 13.5 66.2

$20,000 or more 76.6 14.1 7.3 2.0 23.4 12.2 64.5

—Too few cases for a reliable estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
47

Table 2.3c—Percentage distribution of 1989–90 beginning postsecondary students who began in less-than2-year institutions according to overall persistence and attainment of highest degree as of

spring 1994, by demographic characteristics

Overall

Highest degree attained persistence and attainment

No No degree,

Associate's Bachelor's Attained degree, not

None Certificate degree degree degree enrolled enrolled

Students who began in less-than-2-year institutions

Total 38.0 58.3 2.8 0.9 62.0 2.5 35.5

Gender

Male 39.9 55.8 4.0 0.3 60.1 2.3 37.6

Female 36.9 59.7 2.1 1.3 63.1 2.6 34.3

Age when began at first institution

18 years or younger 35.6 57.5 4.3 2.6 64.4 3.6 32.0

19 years 38.0 58.3 3.7 0.0 62.0 3.0 35.0

20–29 years 39.1 57.4 2.8 0.7 60.9 2.8 36.3

 30 years or older 38.8 61.1 0.2 0 61.2 0 38.8

Socioeconomic status

Lowest quartile 42.9 55.5 0.9 0.8 57.1 0.8 42.1

Middle quartiles 37.0 58.8 3.2 1.0 63.0 2.9 34.1

 Highest quartile 29.4 63.7 6.0 0.9 70.6 5.2 24.2

Race–ethnicity of student

American Indian/Alaskan Native — — — — — — — 

Asian/Pacific Islander — — — — — — — 

Black, non-Hispanic 58.3 39.0 1.4 1.3 41.8 1.6 56.7

Hispanic 31.9 62.2 2.6 3.3 68.1 1.9 30.0

White, non-Hispanic 35.4 60.8 3.2 0.6 64.6 2.8 32.5

Marital status when began at first

 institution

Not married 37.5 57.6 3.8 1.2 62.5 2.8 34.7

Married 37.2 61.5 0.7 0.6 62.8 1.0 36.2

Separated 40.5 59.5 0 0 59.5 0 40.5

Parental education

Less than high school diploma 38.8 59.4 1.0 0.8 61.2 1.6 37.1

High school diploma 42.7 55.0 1.1 1.1 57.3 2.4 40.3

Some postsecondary 28.2 68.4 3.0 0.4 71.8 1.4 26.8

Bachelor's or higher 32.6 50.9 14.4 2.1 67.4 8.8 23.8

Dependency status in 1989–90

Dependent 36.1 59.2 3.6 1.1 63.9 3.7 32.4

Independent 39.3 57.7 2.2 0.8 60.7 1.7 37.6

Income and dependency status in 

 1989–90

Dependent

Less than $20,000 42.1 56.3 1.6 0 57.9 1.1 41.0

$20,000–39,999 44.8 44.6 7.4 3.2 55.2 8.2 36.6

$40,000–59,999 15.2 83.7 1.1 0 84.8 2.7 12.5

$60,000 or more — — — — — — — 

Independent

Less than $10,000 42.3 54.7 1.7 1.3 57.7 1.6 40.7

$10,000–19,999 33.9 61.8 4.3 0 66.1 1.1 32.8

$20,000 or more 40.4 58.4 0.2 0.9 59.6 2.6 37.8

—Too few cases for a reliable estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
48

Table 2.4a—Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

institutions according to overall persistence and attainment of highest degree as of spring 1994,

by persistence risk factors when they began at first institution

Overall

Highest degree attained persistence and attainment

No No degree,

Associate's Bachelor's Attained degree, not

None Certificate degree degree degree enrolled enrolled

Students who began in 4-year institutions

Total 39.6 2.9 4.2 53.3 60.4 15.2 24.4

Number of risk factors when began

 at first institution1

None 33.6 2.4 3.4 60.5 66.4 15.4 18.3

One 41.0 2.6 4.9 51.5 59.0 15.2 25.8

Two 62.7 4.5 8.3 24.5 37.3 13.9 48.8

Three or more 72.3 7.1 4.9 15.7 27.7 14.7 57.6

High school diploma or equivalency

 status

High school diploma 39.1 2.9 4.2 53.8 60.9 15.2 24.0

GED or high school equivalent 70.5 2.6 4.5 22.5 29.5 18.0 52.5 2

Delayed postsecondary enrollment

Did not delay 36.0 2.4 4.0 57.7 64.1 15.5 20.4

Delayed 67.3 6.4 5.4 20.8 32.6 12.7 54.7

Attendance status when began at

 first institution

Full time 36.1 2.6 4.0 57.4 63.9 14.9 21.2

Part time 66.7 6.4 8.2 18.7 33.3 14.9 51.9

Dependency status when began at

 first institution

Dependent 35.0 2.6 3.8 58.6 65.0 14.6 20.4

Independent 61.8 4.5 6.1 27.6 38.2 18.3 43.5

Number of children when began at

 first institution

None 38.4 2.8 4.0 54.8 61.6 15.3 23.1

One or more 74.3 5.3 7.1 13.4 25.7 13.8 60.5

Single parent status when began at

 first institution

Not a single parent 38.5 2.9 4.1 54.5 61.5 15.2 23.3

Single parent 75.7 2.0 6.1 16.2 24.3 13.3 62.5

Worked full time while enrolled

 when began at first institution

Did not work full time 38.1 2.8 4.2 54.9 61.9 15.9 22.2

Worked full time 44.5 3.5 4.4 47.6 55.5 12.5 32.1

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

1

time attendance, and working full time while enrolled.

Passed tests of General Educational Development or high school equivalent, also includes a small number of cases with no high school diploma.

2

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
49

Table 2.4b—Percentage distribution of 1989–90 beginning postsecondary students who began in 2-year

institutions according to overall persistence and attainment of highest degree as of spring 1994,

by persistence risk factors when they began at first institution

Overall

Highest degree attained persistence and attainment

No No degree,

Associate's Bachelor's Attained degree, not

None Certificate degree degree degree enrolled enrolled

Students who began in 2-year institutions

Total 61.6 13.8 18.6 6.1 38.4 13.6 48.0

Number of risk factors when began

 at first institution1

None 45.7 9.2 31.3 13.8 54.3 14.9 30.7

One 59.6 13.7 21.0 5.7 40.4 13.9 45.7

Two 63.4 16.8 16.6 3.2 36.6 13.7 49.7

Three or more 74.3 16.2 8.2 1.4 25.7 12.3 62.0

High school diploma or equivalency

 status

High school diploma 60.4 13.5 19.6 6.5 39.6 14.4 45.9

GED or high school equivalent 74.9 16.1 7.6 1.5 25.1 3.9 70.9 2

Delayed postsecondary enrollment

Did not delay 53.6 11.1 25.8 9.5 46.4 15.1 38.5

Delayed 71.6 17.1 9.6 1.7 28.4 11.6 60.0

Attendance status when began at

 first institution

Full time 52.0 12.6 25.6 9.8 48.0 13.7 38.3

Part time 72.7 15.0 10.6 1.8 27.3 14.4 58.2

Dependency status when began at

 first institution

Dependent 51.4 12.1 26.6 9.9 48.6 14.5 36.8

Independent 70.8 15.4 11.2 2.7 29.2 12.9 57.9

Number of children when began at

 first institution

None 60.3 11.4 20.9 7.4 39.7 15.1 45.3

One or more 66.4 22.9 9.6 1.1 33.6 8.5 58.0

Single parent status when began at

 first institution

Not a single parent 60.6 12.8 19.8 6.8 39.4 14.0 46.5

Single parent 63.0 29.4 6.8 0.8 37.0 6.4 56.6

Worked full time while enrolled 

 when began at first institution

Did not work full time 55.1 15.4 22.1 7.3 44.9 11.9 43.2

Worked full time 73.4 11.6 12.2 2.8 26.6 16.7 56.7

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

1

time attendance, and working full time while enrolled.

Passed tests of General Educational Development or high school equivalent, also includes a small number of cases with no high school diploma.

2

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
50

Table 2.4c—Percentage distribution of 1989–90 beginning postsecondary students who began in less-than2-year institutions according to overall persistence and attainment of highest degree as of spring

1994, by persistence risk factors when they began at first institution

Overall

Highest degree attained persistence and attainment

No No degree,

Associate's Bachelor's Attained degree, not

None Certificate degree degree degree enrolled enrolled

Students who began in less-than-2-year institutions

Total 38.0 58.3 2.8 0.9 62.0 2.5 35.5

Number of risk factors when began

 at first institution1

None 24.3 71.1 2.2 2.4 75.7 0 24.3

One 52.5 42.0 4.0 1.5 47.5 3.8 48.7

Two 30.8 61.1 8.1 0 69.2 2.8 28.0

Three or more 42.0 56.8 0.7 0.6 58.0 2.9 39.0

High school diploma or equivalency

 status

High school diploma 36.6 59.0 3.4 1.0 63.4 2.2 34.5

GED or high school equivalent 43.4 55.4 0.4 0.8 56.6 3.7 39.6 2

Delayed postsecondary enrollment

Did not delay 30.1 64.1 3.6 2.2 69.9 1.7 28.4

Delayed 41.3 55.9 2.4 0.4 58.7 2.8 38.5

Attendance status when began at

 first institution

Full time 33.5 62.1 3.4 1.0 66.5 1.4 32.1

Part time 41.0 57.4 0.8 0.8 59.0 6.7 34.4

Dependency status when began at

 first institution

Dependent 32.2 64.0 2.0 1.8 67.8 3.2 29.0

Independent 38.7 57.4 3.3 0.6 61.3 1.8 37.0

Number of children when began at

 first institution

None 34.6 60.0 4.3 1.1 65.4 2.7 31.9

One or more 43.7 54.6 1.0 0.8 56.3 2.7 40.9

Single parent status when began at

 first institution

Not a single parent 35.5 59.9 3.5 1.1 64.5 2.3 33.2

Single parent 46.6 50.8 1.7 0.9 53.4 3.0 43.7

Worked full time while enrolled

 when began at first institution

 first institution

Did not work full time 35.2 60.2 3.5 1.1 64.8 1.3 33.9

Worked full time 43.0 55.9 0.6 0.6 57.0 6.7 36.3

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

1

time attendance, and working full time while enrolled.

Passed tests of General Educational Development or high school equivalent, also includes a small number of cases with no high school diploma.

2

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
Section 3

Overall Persistence and Attainment of First Degree – Total
52

Table 3.1—Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment of first degree as of spring 1994, by first institution attended, first

degree working toward, and highest degree attained

Overall

First degree attained persistence and attainment

No No degree,

Associate's Bachelor's Attained degree, not

None Certificate degree degree degree enrolled enrolled

Total 50.0 13.5 13.1 23.3 50.0 13.3 36.8

Level and control of first institution

4-year

Public 45.2 3.4 5.5 46.0 54.8 18.4 26.8

Private, not-for-profit 28.1 2.9 4.5 64.5 71.9 8.6 19.5

Private, for-profit — — — — — — — 

2-year

Public 63.3 13.4 20.9 2.5 36.7 14.7 48.6

Private, not-for-profit 47.8 15.6 33.5 3.1 52.2 12.5 35.3

Private, for-profit 48.0 23.5 27.2 1.4 52.0 1.5 46.5

Less-than-2-year

Public 45.1 53.3 1.7 0 54.9 1.6 43.5

Private, not-for-profit 37.2 62.8 0 0 62.8 14.9 22.3

Private, for-profit 36.0 62.4 1.1 0.5 64.0 2.1 33.9

Level of first institution

4-year 39.6 3.2 5.2 52.0 60.4 15.2 24.4

2-year 61.6 14.2 21.8 2.4 38.4 13.6 48.0

Less-than-2-year 38.0 60.5 1.2 0.4 62.0 2.5 35.5

Control of first institution

Public 55.8 10.5 14.5 19.1 44.2 15.8 40.1

Private, not-for-profit 30.5 5.6 7.5 56.4 69.5 9.1 21.3

Private, for-profit 40.4 48.0 10.8 0.8 59.6 1.9 38.6

Degree working toward at first

 institution

None 82.8 7.6 3.9 5.7 17.2 13.2 69.6

Certificate 45.2 49.7 3.9 1.2 54.8 3.8 41.4

Associate's degree 56.8 12.1 27.7 3.4 43.2 12.1 44.7

Bachelor's degree 43.2 4.1 8.5 44.2 56.8 17.0 26.1

Highest degree attained

None 100.0 † † † † 26.5 73.5

Certificate † 100.0 † † 100.0 † † 

Associate's degree † 3.7 96.3 † 100.0 † † 

Bachelor's degree † 0.6 9.1 90.4 100.0 † † 

—Too few cases for a reliable estimate.

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
53

Table 3.2—Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment of first degree as of spring 1994, by attendance patterns through first

degree attained (if any) or last enrollment

Overall

First degree attained persistence and attainment

No No degree,

Associate's Bachelor's Attained degree, not

None Certificate degree degree degree enrolled enrolled

Total 50.0 13.5 13.1 23.3 50.0 13.3 36.8

Number of months enrolled through

 first degree*

Less than 12 months 72.6 26.4 0.9 0.2 27.5 0.6 72.0

12–24 months 53.7 21.1 23.4 1.8 46.3 8.2 45.5

25–36 months 39.8 7.8 26.9 25.5 60.2 10.5 29.3

37–48 months 31.2 1.9 9.4 57.5 68.8 22.6 8.6

More than 48 months 49.7 1.0 2.9 46.4 50.3 45.5 4.2

Intensity of enrollment through

 first degree*

Exclusively part time 81.3 16.7 1.4 0.6 18.7 6.4 74.9

Mixed 46.4 9.8 16.7 27.0 53.6 20.7 25.7

Exclusively full time 38.8 16.0 14.9 30.2 61.2 8.4 30.5

Number of institutions attended

 through first degree*

One 50.8 12.5 13.8 22.8 49.2 8.3 42.5

More than one 48.8 15.0 12.1 24.0 51.2 20.9 28.0

Enrollment continuity through first

 degree*

Continuously enrolled 43.9 13.8 14.3 28.1 56.1 8.4 35.4

Not continuously enrolled 64.9 12.8 10.4 11.9 35.1 24.8 40.1

Transfer status through first degree*

Did not transfer 48.2 11.5 13.9 26.4 51.8 9.0 39.2

Transferred 54.7 18.4 11.3 15.6 45.3 23.8 30.9

Academic year of last enrollment

1989–90 84.6 15.4 0 0 15.4 † 84.6

1990–91 56.5 34.7 8.8 0 43.5 † 56.5

1991–92 57.0 17.9 18.7 6.4 43.0 † 57.0

1992–93 19.0 6.3 13.9 60.8 80.9 † 19.0

1993–94 44.1 8.3 17.6 30.1 55.9 31.7 12.4

Transfer status and enrollment

 continuity through first degree*

Did not transfer, continuously

 enrolled 44.2 13.1 14.3 28.4 55.8 5.4 38.8

Did not transfer, not

 continuously enrolled 64.4 5.2 12.1 18.3 35.6 23.6 40.8

Transferred, continuously

 enrolled 42.6 16.9 13.9 26.7 57.4 21.4 21.1

Transferred, not continuously

 enrolled 65.3 19.7 8.9 6.0 34.7 25.9 39.4

Through first degree (if any) or last enrollment. *

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
54

Table 3.3—Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment of first degree as of spring 1994, by demographic characteristics

Overall

First degree attained persistence and attainment

No No degree,

Associate's Bachelor's Attained degree, not

None Certificate degree degree degree enrolled enrolled

Total 50.0 13.5 13.1 23.3 50.0 13.3 36.8

Gender

Male 54.0 11.6 11.8 22.5 46.0 15.6 38.4

Female 46.6 15.1 14.3 24.0 53.4 11.2 35.4

Age when began at first institution

18 years or younger 42.2 7.9 15.4 34.5 57.8 14.6 27.6

19 years 59.2 16.0 12.6 12.2 40.8 15.6 43.6

20–29 years 62.3 25.3 9.1 3.3 37.7 10.2 52.1

30 years or older 67.0 25.0 6.6 1.4 33.0 7.2 59.8

Socioeconomic status

Lowest quartile 62.1 23.4 9.4 5.1 37.9 9.0 53.1

Middle quartiles 54.6 15.9 12.7 16.8 45.4 14.4 40.2

Highest quartile 40.4 7.2 14.9 37.5 59.6 13.5 26.9

Race–ethnicity of student

American Indian/Alaskan Native 49.5 22.8 11.9 15.8 50.5 21.5 28.0

Asian/Pacific Islander 45.4 11.4 8.5 34.7 54.6 19.8 25.6

Black, non-Hispanic 58.2 17.0 9.5 15.3 41.8 13.5 44.7

Hispanic 55.0 16.1 15.1 13.8 45.0 18.7 36.3

White, non-Hispanic 48.8 12.9 13.6 24.8 51.2 12.3 36.5

Marital status when began at

 first institution

Not married 46.9 11.9 14.1 27.0 53.1 14.1 32.8

Married 64.9 22.9 9.3 3.0 35.1 7.7 57.2

Separated 59.0 37.4 2.5 1.1 41.0 1.2 57.7

Parental education

Less than high school diploma 59.5 24.6 7.8 8.1 40.5 9.3 50.3

High school diploma 54.7 16.1 14.4 14.9 45.3 11.1 43.5

Some postsecondary 49.4 11.8 14.6 24.2 50.6 14.5 34.9

Bachelor's or higher 41.2 7.2 13.6 38.1 58.8 16.9 24.3

Dependency status in 1989–90

Dependent 45.2 9.7 14.9 30.2 54.8 14.4 30.8

Independent 64.2 24.4 7.9 3.5 35.8 10.0 54.1

Income and dependency status in

 1989–90

Dependent

Less than $20,000 52.6 12.4 15.5 19.5 47.4 14.7 37.9

$20,000–39,999 48.8 10.9 14.5 25.8 51.2 14.2 34.6

$40,000–59,999 42.8 9.8 15.8 31.6 57.2 13.8 29.0

$60,000 or more 35.3 5.2 13.6 45.9 64.8 15.2 20.0

Independent

Less than $10,000 57.0 28.8 9.4 4.9 43.0 9.4 47.7

$10,000–19,999 66.6 23.3 6.8 3.3 33.4 11.0 55.6

$20,000 or more 71.6 19.6 7.0 1.8 28.4 10.1 61.5

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
Section 4

Overall Persistence and Attainment Including Transfer Status
56

Table 4.1—Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment as of spring 1994, including transfer status, by first institution

attended, first degree working toward, and first degree attained

Did not transfer Transferred from first institution1

No No No

Attained degree, degree, No degree,

degree enrolled left PSE Attained degree, left PSE 2 2

at first at first from first degree enrolled after

institution institution institution elsewhere elsewhere transfer

Total 36.9 6.4 27.9 13.0 6.8 8.9

Level and control of first institution

4-year

Public 41.8 11.6 18.9 13.1 6.8 7.9

Private, not-for-profit 57.7 2.3 11.2 14.2 6.2 8.4

Private, for-profit — — — — — — 

2-year

Public 22.2 6.4 38.7 14.5 8.3 9.9

Private, not-for-profit 41.3 0.3 16.3 10.9 12.2 19.0

Private, for-profit 41.2 0.5 35.3 10.9 1.0 11.1

Less-than-2-year

Public 44.7 0 35.4 10.2 1.6 8.1

Private, not-for-profit 59.4 0 17.0 3.4 14.9 5.4

Private, for-profit 60.0 0 28.9 4.0 2.1 5.1

Level of first institution

4-year 47.0 8.6 16.4 13.4 6.6 8.0

2-year 24.3 5.7 37.7 14.1 7.9 10.3

Less-than-2-year 56.7 0 29.8 5.3 2.5 5.7

Control of first institution

Public 30.3 8.2 31.0 13.9 7.6 9.1

Private, not-for-profit 56.0 2.1 11.9 13.6 7.1 9.4

Private, for-profit 53.0 0.2 31.2 6.5 1.7 7.3

Degree working toward at first

 institution

None 3.2 2.0 56.3 14.0 11.2 13.3

Certificate 47.0 1.8 36.9 7.7 2.1 4.5

Associate's degree 29.0 5.2 34.9 14.1 6.9 9.9

Bachelor's degree 42.8 9.2 16.8 14.0 7.8 9.4

First type of degree attained

None † 12.8 55.7 † 13.7 17.8

Certificate 60.8 † † 39.2 † † 

Associate's degree 75.4 † † 24.6 † † 

Bachelor's degree 80.7 † † 19.3 † † 

—Too few cases for a reliable estimate.

†Not applicable.

Students who attained at first institution and transferred after degree not classified as transfers. 1

Postsecondary education. 2

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
57

Table 4.2—Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment as of spring 1994, including transfer status, by attendance patterns

through first degree attained (if any) or last enrollment

Did not transfer Transferred from first institution1

No No No

Attained degree, degree, No degree,

degree enrolled left PSE Attained degree, left PSE 2 2

at first at first from first degree enrolled after

institution institution institution elsewhere elsewhere transfer

Total 36.9 6.4 27.9 13.0 6.8 8.9

Number of months enrolled through

 first degree*

Less than 12 months 20.5 0 66.3 7.0 0.6 5.7

12–24 months 32.3 3.4 27.4 13.9 4.8 18.1

25–36 months 43.5 4.6 16.9 16.8 5.9 12.4

37–48 months 53.1 12.3 5.1 15.7 10.3 3.6

More than 48 months 37.5 21.4 1.7 12.8 24.1 2.5

Intensity of enrollment through first

 degree*

Exclusively part time 15.4 4.2 67.7 3.3 2.3 7.1

Mixed 35.6 9.1 13.9 18.0 11.6 11.8

Exclusively full time 48.9 4.5 23.9 12.3 3.8 6.6

Number of institutions attended through

 first degree*

One 49.2 8.3 42.5 † † † 

More than one 18.2 3.5 5.4 33.0 17.4 22.5

Enrollment continuity through first

 degree*

Continuously enrolled 45.3 4.4 31.4 10.9 4.1 4.0

Not continuously enrolled 17.0 11.3 19.5 18.1 13.5 20.6

Transfer status through first degree*

Did not transfer 51.8 9.0 39.2 † † † 

Transferred † † † 45.3 23.8 30.9

Academic year of last enrollment

1989–90 14.9 † 83.7 0.5 † 0.9

1990–91 36.1 † 44.2 7.4 † 12.3

1991–92 27.9 † 32.2 15.1 † 24.8

1992–93 67.4 † 10.4 13.5 † 8.7

1993–94 37.2 15.3 6.0 18.8 16.4 6.4

Transfer status and enrollment 

 continuity through first degree*

Did not transfer, continuously

 enrolled 55.8 5.4 38.8 † † † 

Did not transfer, not

 continuously enrolled 35.6 23.6 40.8 † † † 

Transferred, continuously enrolled † † † 57.4 21.4 21.1

Transferred, not continuously

 enrolled † † † 34.7 25.9 39.4

Students who attained at first institution and transferred after degree not classified as transfers. 1

Postsecondary education. 2

Through first degree (if any) or last enrollment. *

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
58

Table 4.3—Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment as of spring 1994, including transfer status, by demographic

characteristics

Did not transfer Transferred from first institution1

No No No

Attained degree, degree, No degree,

degree enrolled left PSE Attained degree, left PSE 2 2

at first at first from first degree enrolled after

institution institution institution elsewhere elsewhere transfer

Total 36.9 6.4 27.9 13.0 6.8 8.9

Gender

Male 32.8 7.9 28.3 13.2 7.7 10.1

Female 40.5 5.1 27.5 12.9 6.1 7.9

Age when began at first institution

18 years or younger 43.0 6.5 18.8 14.9 8.1 8.8

19 years 28.4 5.3 33.9 12.4 10.3 9.6

20–29 years 28.6 7.6 42.5 9.1 2.7 9.6

30 years or older 24.2 5.2 52.6 8.8 2.0 7.1

Socioeconomic status

Lowest quartile 30.2 6.2 45.7 7.7 2.8 7.4

Middle quartiles 33.2 7.1 30.9 12.2 7.3 9.3

Highest quartile 43.7 5.6 17.9 15.9 7.9 9.0

Race–ethnicity of student

American Indian/Alaskan Native 40.5 21.5 15.7 10.0 0 12.3

Asian/Pacific Islander 44.8 10.6 14.9 9.8 9.2 10.7

Black, non-Hispanic 29.1 7.3 33.1 12.7 6.2 11.6

Hispanic 28.6 11.8 25.5 16.4 6.8 10.8

White, non-Hispanic 38.3 5.4 28.3 12.9 6.9 8.2

Marital status when began at first

 institution

Not married 38.8 6.6 23.8 14.3 7.5 9.0

Married 28.0 5.9 52.2 7.2 1.8 5.1

Separated 28.8 0.7 52.9 12.2 0.5 4.8

Parental education

Less than high school diploma 29.8 4.9 41.8 10.8 4.3 8.5

High school diploma 33.2 5.9 33.6 12.1 5.3 9.9

Some postsecondary 39.8 7.1 25.5 10.8 7.4 9.4

Bachelor's or higher 42.7 7.2 16.0 16.1 9.7 8.3

Dependency status in 1989–90

Dependent 40.1 6.6 21.5 14.7 7.8 9.3

Independent 27.8 6.0 46.5 8.1 4.0 7.7

Income and dependency status in

 1989–90

Dependent

Less than $20,000 33.5 7.8 29.0 14.0 6.8 8.9

$20,000–39,999 36.5 5.7 23.6 14.7 8.5 11.1

$40,000–59,999 44.7 7.6 18.9 12.5 6.1 10.1

$60,000 or more 46.4 5.2 13.8 18.4 10.0 6.2

Independent

Less than $10,000 31.0 5.4 37.3 12.0 4.0 10.4

$10,000–19,999 31.8 5.4 50.6 1.6 5.6 5.0

$20,000 or more 20.1 7.4 55.1 8.3 2.8 6.4

Students who attained at first institution and transferred after degree not classified as transfers. 1

Postsecondary education. 2

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
Section 5

Attainment and Retention at the First Institution
60

Table 5.1—Percentage distribution of 1989–90 beginning postsecondary students according to attainment and

retention at the first institution as of spring 1994, by first institution attended, first degree

working toward, and highest degree attained

First degree attained Attainment and retention

at the first institution at the first institution

No degree

Associate'sBachelor's Attained Not TransNone Certificate degree degree degree Enrolled enrolled ferred

Total 63.1 8.2 9.9 18.8 36.9 6.4 27.9 28.8

Level and control of first

 institution

4-year

Public 58.2 0.6 2.4 38.8 41.8 11.6 18.9 27.7

Private, not-for-profit 42.3 0.8 1.5 55.3 57.7 2.3 11.2 28.8

Private, for-profit — — — — — — — — 

2-year

Public 77.8 5.0 17.2 † 22.2 6.4 38.7 32.7

Private, not-for-profit 58.7 12.2 29.1 † 41.3 0.3 16.3 42.2

Private, for-profit 58.8 18.4 22.8 † 41.2 0.5 35.3 23.0

Less-than-2-year

Public 55.3 44.7 † † 44.7 0 35.4 19.9

Private, not-for-profit 40.6 59.4 † † 59.4 0 17.0 23.7

Private, for-profit 40.0 60.0 † † 60.0 0 28.9 11.2

Level of first institution

4-year 53.0 0.6 2.1 44.2 47.0 8.6 16.4 28.1

2-year 75.7 6.3 18.0 † 24.3 5.7 37.7 32.3

Less-than-2-year 43.3 56.7 † † 56.7 0 29.8 13.5

Control of first institution

Public 69.7 4.3 11.1 14.9 30.3 8.2 31.0 30.5

Private, not-for-profit 44.0 3.4 4.5 48.1 56.0 2.1 11.9 30.1

Private, for-profit 47.0 44.6 8.4 0 53.0 0.2 31.2 15.5

Degree working toward at first

 institution

None 96.8 2.5 0 0.7 3.2 2.0 56.3 38.5

Certificate 53.0 43.6 2.8 0.6 47.0 1.8 36.9 14.3

Associate's degree 70.9 3.9 23.7 1.4 29.0 5.2 34.9 30.9

Bachelor's degree 57.2 0.6 5.2 37.0 42.8 9.2 16.8 31.2

 

Highest degree attained*

None 100.0 † † † † 12.8 55.7 31.5

Certificate 38.8 61.2 † † 61.2 † † 38.8

Associate's degree 28.2 1.9 69.9 † 71.8 † † 28.2

Bachelor's degree 18.7 0.3 7.9 73.0 81.3 † † 18.7

—Too few cases for a reliable estimate.

†Not applicable.

*At any institution.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
61

Table 5.2—Percentage distribution of 1989–90 beginning postsecondary students according to attainment and

retention at the first institution as of spring 1994, by attendance patterns through first degree

attained (if any) or last enrollment

First degree attained Attainment and retention

at the first institution at the first institution

No degree

Associate'sBachelor's Attained Not TransNone Certificate degree degree degree Enrolled enrolled ferred

Total 63.1 8.2 9.9 18.8 36.9 6.4 27.9 28.8

Number of months enrolled

 through first degree*

 Less than 12 months 79.5 19.8 0.7 0 20.5 0 66.3 13.2

12–24 months 67.7 11.8 19.4 1.1 32.3 3.4 27.4 36.8

25–36 months 56.5 1.7 19.8 22.0 43.5 4.6 16.9 35.0

37–48 months 46.9 0.6 5.7 46.8 53.1 12.3 5.1 29.5

More than 48 months 62.5 0.8 2.6 34.1 37.5 21.4 1.7 39.5

Intensity of enrollment through

 first degree*

Exclusively part time 84.6 13.8 1.2 0.5 15.4 4.2 67.7 12.7

Mixed 64.4 2.4 12.2 21.0 35.6 9.1 13.9 41.4

 Exclusively full time 51.1 11.9 11.6 25.4 48.9 4.5 23.9 22.6

Enrollment continuity through

 first degree*

Continuously enrolled 54.7 10.6 11.6 23.0 45.3 4.4 31.4 18.9

Not continuously enrolled 83.0 2.5 5.8 8.7 17.0 11.3 19.5 52.3

Transfer status through first

 degree*

Did not transfer 48.2 11.5 13.9 26.4 51.8 9.0 39.2 † 

Transferred 100.0 † † † † † † 100.0

Academic year of last

 enrollment

1989–90 85.1 14.9 0 0 14.9 † 83.7 1.4

1990–91 63.9 27.4 8.7 0 36.1 † 44.2 19.7

1991–92 72.1 7.5 15.3 5.2 27.9 † 32.2 39.9

1992–93 32.6 2.3 10.6 54.6 67.4 † 10.4 22.2

1993–94 62.8 2.8 12.2 22.2 37.2 15.3 6.0 41.5

Transfer status and enrollment

 continuity through first degree*

Did not transfer, continuously

 enrolled 44.2 13.1 14.3 28.4 55.8 5.4 38.8 † 

Did not transfer, not

 continuously enrolled 64.4 5.2 12.1 18.3 35.6 23.6 40.8 † 

Transferred, continuously

 enrolled 100.0 † † † † † † 100.0

Transferred, not continuously

 enrolled 100.0 † † † † † † 100.0

Through first degree (if any) or last enrollment. *

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
62

Table 5.3—Percentage distribution of 1989–90 beginning postsecondary students according to attainment and retention at the first institution as of spring 1994, by demographic characteristics

First degree attained Attainment and retention

at the first institution at the first institution

No degree

Associate'sBachelor's Attained Not TransNone Certificate degree degree degree Enrolled enrolled ferred

Total 63.1 8.2 9.9 18.8 36.9 6.4 27.9 28.8

Gender

Male 67.2 6.7 8.3 17.8 32.8 7.9 28.3 31.0

Female 59.5 9.5 11.3 19.7 40.5 5.1 27.5 26.8

Age when began at first

 institution

18 years or younger 57.0 3.8 11.4 27.8 43.0 6.5 18.8 31.8

19 years 71.6 9.0 8.9 10.6 28.4 5.3 33.9 32.3

20–29 years 71.4 18.2 7.8 2.5 28.6 7.6 42.5 21.4

30 years or older 75.8 17.9 5.3 1.0 24.2 5.2 52.6 18.0

Socioeconomic status

Lowest quartile 69.8 18.5 7.6 4.1 30.2 6.2 45.7 17.9

Middle quartiles 66.8 9.8 10.4 13.0 33.2 7.1 30.9 28.8

Highest quartile 56.3 2.6 10.1 30.9 43.7 5.6 17.9 32.8

Race–ethnicity of student

American Indian/Alaskan

 Native 59.5 16.7 10.0 13.8 40.5 21.5 15.7 22.3

Asian/Pacific Islander 55.2 7.7 7.3 29.8 44.8 10.6 14.9 29.6

Black, non-Hispanic 70.9 10.3 6.2 12.6 29.1 7.3 33.1 30.5

Hispanic 71.4 6.0 11.4 11.2 28.6 11.8 25.5 34.0

White, non-Hispanic 61.7 8.1 10.3 19.9 38.3 5.4 28.3 28.0

Marital status when began at

 first institution

Not married 61.2 6.6 10.4 21.9 38.8 6.6 23.8 30.8

Married 72.0 17.6 8.5 1.9 28.0 5.9 52.2 14.0

Separated 71.2 26.4 1.8 0.6 28.8 0.7 52.9 17.5

Parental education

Less than high school

 diploma 70.2 16.4 7.0 6.4 29.8 4.9 41.8 23.5

High school diploma 66.8 10.8 11.2 11.2 33.2 5.9 33.6 27.3

Some postsecondary 60.2 7.6 12.0 20.2 39.8 7.1 25.5 27.6

Bachelor's or higher 57.3 2.5 9.1 31.0 42.7 7.2 16.0 34.1

Dependency status in 1989–90

Dependent 59.9 4.7 11.0 24.4 40.1 6.6 21.5 31.9

Independent 72.2 18.4 6.6 2.8 27.8 6.0 46.5 19.8

Income and dependency status

 in 1989–90

Dependent

Less than $20,000 66.5 7.3 11.3 14.9 33.5 7.8 29.0 29.6

$20,000–39,999 63.5 4.9 11.9 19.8 36.5 5.7 23.6 34.2

$40,000–59,999 55.3 4.4 12.8 27.5 44.7 7.6 18.9 28.8

$60,000 or more 53.6 2.2 7.2 37.0 46.4 5.2 13.8 34.6

Independent

Less than $10,000 69.0 19.8 7.2 4.0 31.0 5.4 37.3 26.4

$10,000–19,999 68.2 22.5 6.2 3.2 31.8 5.4 50.6 12.1

$20,000 or more 79.8 13.0 6.1 1.0 20.1 7.4 55.1 17.4

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
63

Table 5.4—Percentage distribution of 1989–90 beginning postsecondary students according to attainment and 

retention at the first institution as of spring 1994, by persistence risk factors when they began at

first institution

First degree attained Attainment and retention

at the first institution at the first institution

No degree

Associate'sBachelor's Attained Not TransNone Certificate degree degree degree Enrolled enrolled ferred

Total 63.1 8.2 9.9 18.8 36.9 6.4 27.9 28.8

Number of risk factors when 

 began at first institution1

None 52.7 3.8 11.6 32.0 47.3 7.1 15.0 30.5

One 64.1 4.6 11.6 19.7 35.9 4.7 25.6 33.8

Two 72.3 14.7 7.9 5.1 27.8 4.8 37.9 29.5

Three or more 75.8 16.2 6.3 1.6 24.2 7.4 47.5 20.9

High school diploma or

 equivalency status

High school diploma 62.5 7.3 10.2 20.0 37.5 6.7 26.6 29.1

GED or high school

 equivalent 71.4 21.7 4.8 2.0 28.6 1.7 46.5 23.2 2

Delayed postsecondary

 enrollment

Did not delay 58.0 4.0 11.4 26.6 42.0 6.5 19.5 32.0

Delayed 73.5 16.9 6.8 2.8 26.5 6.3 45.3 22.0

Attendance status when began

 at first institution

Full time 55.6 7.8 11.4 25.1 44.4 6.3 20.1 29.2

Part time 83.0 7.4 7.6 2.0 17.0 8.1 45.4 29.4

Dependency status when began

 at first institution

Dependent 56.5 4.4 11.3 27.8 43.5 6.0 18.8 31.7

Independent 73.3 14.6 7.6 4.5 26.6 7.3 41.7 24.3

Number of children when began

 at first institution

None 61.5 6.0 10.4 22.0 38.5 6.8 24.3 30.4

One or more 71.9 20.4 6.4 1.3 28.1 4.9 48.2 18.8

Single parent status when began

 at first institution

Not a single parent 62.1 7.1 10.4 20.4 37.9 6.7 26.5 28.9

Single parent 71.5 23.6 3.4 1.5 28.5 2.8 46.5 22.1

Worked full time while enrolled

 when began at first institution

Did not work full time 59.4 8.7 10.6 21.4 40.6 6.2 23.1 30.1

Worked full time 71.4 7.5 8.1 12.9 28.6 7.5 39.2 24.7

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

1

time attendance, and working full time while enrolled.

Passed tests of General Educational Development or high school equivalent, also includes a small number of cases with no high school diploma.

2

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
64

Table 5.5—Percentage distribution of 1989–90 beginning postsecondary students according to attainment and

retention at the first institution as of spring 1994, by social, academic, and work experiences and

measure of satisfaction during the 1989–90 academic year

First degree attained Attainment and retention

at the first institution at the first institution

No degree

Associate'sBachelor's Attained Not TransNone Certificate degree degree degree Enrolled enrolled ferred

Total 63.1 8.2 9.9 18.8 36.9 6.4 27.9 28.8

Index of social integration

 in 1989–90

Low 79.1 10.8 7.6 2.5 20.9 6.9 50.0 22.2

Moderate 65.9 8.4 10.9 14.8 34.0 6.8 28.7 30.5

High 52.3 6.6 9.2 31.9 47.7 5.6 17.5 29.2

Index of academic integration

 in 1989–90

Low 79.9 9.4 6.7 4.0 20.1 6.5 45.6 27.8

Moderate 67.8 8.3 11.1 12.8 32.2 7.1 34.4 26.3

High 57.7 7.6 9.6 25.1 42.3 6.1 21.3 30.3

Local residence in 1989–90

Campus housing 46.0 2.1 3.5 48.4 54.0 6.2 11.1 28.7

Off-campus 70.6 16.0 8.4 5.0 29.4 4.7 41.4 24.5

With parents 69.9 7.0 15.6 7.5 30.1 7.8 30.3 31.8

Educational aspirations in

 1989–90

Trade school 55.1 40.1 4.4 0.4 44.9 2.1 41.0 12.0

 2-year degree 75.1 12.9 11.0 1.0 24.9 6.3 45.4 23.4

Bachelor's degree 69.0 4.5 12.7 13.8 31.0 7.8 27.0 34.2

Advanced degree 55.6 2.2 8.6 33.6 44.4 6.3 18.8 30.5

Satisfaction with first institution

 in 1989–90

Low 71.4 18.3 4.9 5.3 28.6 2.5 21.6 47.3

Moderate 63.2 10.4 8.0 18.4 36.8 5.9 19.3 38.0

High 61.3 7.1 11.3 20.4 38.7 7.1 27.5 26.7

Average hours worked while

 enrolled in 1989–90

Less than 5 hours 58.2 13.4 7.7 20.8 41.8 4.5 26.6 27.1

5–15 hours 52.0 4.2 11.5 32.3 48.0 7.2 13.7 31.2

16–25 hours 60.7 7.3 11.1 21.0 39.3 5.8 23.7 31.2

26–34 hours 63.8 6.9 14.3 15.0 36.2 8.8 23.2 31.8

More than 34 hours 72.0 7.1 8.2 12.7 28.0 6.8 39.0 26.2

Grade point average in 1989–90

Less than C's 79.9 3.5 5.4 11.3 20.1 6.3 32.0 41.6

Mostly C's 69.9 4.0 9.8 16.3 30.1 8.1 29.1 32.7

B's and C's 59.7 4.0 10.0 26.4 40.3 8.5 20.3 30.8

Mostly B's 56.5 4.7 12.7 26.1 43.5 5.3 23.2 28.0

A's and B's 45.3 10.0 11.1 33.6 54.7 6.0 17.6 21.6

Mostly A's 53.7 14.8 12.9 18.6 46.3 7.4 28.9 17.4

Number of types of remedial

 instruction received in 1989–90

None 61.5 8.6 10.0 19.9 38.5 6.1 27.2 28.1

One 67.0 6.4 12.5 14.1 33.0 6.5 28.2 32.3

Two or more 77.5 6.1 5.1 11.2 22.5 10.0 35.6 32.0

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
65

Table 5.6—Percentage distribution of 1989–90 beginning postsecondary students according to attainment and

retention at the first institution as of spring 1994, by education financing during the 1989–90

academic year

First degree attained Attainment and retention

at the first institution at the first institution

No degree

Associate'sBachelor's Attained Not TransNone Certificate degree degree degree Enrolled enrolled ferred

Total 63.1 8.2 9.9 18.8 36.9 6.4 27.9 28.8

Total costs in 1989–90

Less than $4,000 76.1 5.2 11.2 7.5 23.9 7.9 35.7 32.5

$4,000–7,999 61.7 6.3 10.8 21.3 38.3 7.3 24.0 30.3

$8,000–11,999 54.9 11.4 8.7 25.0 45.1 4.3 25.4 25.2

$12,000 or more 39.4 16.7 6.0 37.9 60.6 2.9 16.5 19.9

Total aid amount in 1989–90

None 70.2 5.5 10.7 13.6 29.8 8.0 30.2 32.0

Less than $2,000 62.8 7.9 12.5 16.7 37.2 4.7 32.2 25.9

$2,000–4,999 56.2 12.7 8.0 23.1 43.8 4.9 25.4 25.8

$5,000–6,999 44.0 19.6 7.1 29.3 56.0 4.9 17.8 21.4

$7,000 or more 38.3 8.4 3.9 49.5 61.8 2.2 13.2 22.9

Total federal aid amount in

 1989–90

None 66.2 5.3 10.8 17.6 33.8 7.3 28.5 30.5

Less than $2,000 67.1 8.6 9.2 15.1 32.9 5.5 33.5 28.1

$2,000–4,999 52.7 15.3 7.4 24.6 47.3 4.4 24.3 23.9

$5,000–6,999 39.6 30.1 6.9 23.5 60.4 2.0 17.1 20.4

$7,000 or more 33.1 22.3 6.9 37.6 66.9 1.3 12.6 19.2

Total loan amount in 1989–90

None 66.1 6.3 10.7 16.9 33.9 7.2 29.1 29.8

Less than $1,000 59.2 4.0 8.3 28.6 40.8 4.2 28.2 26.8

$1,000–1,999 60.2 6.4 5.9 27.5 39.8 4.3 30.0 25.9

$2,000–2,999 47.4 19.4 7.1 26.0 52.6 3.1 20.3 24.0

$3,000 or more 43.9 24.5 5.8 25.9 56.1 1.8 18.3 23.8

Total grant amount in 1989–90

None 67.9 6.7 10.5 14.9 32.1 7.2 29.4 31.2

Less than $1,000 64.1 10.0 11.7 14.2 35.9 5.7 32.0 26.4

$1,000–1,999 57.4 13.6 8.9 20.1 42.6 4.4 29.4 23.5

$2,000–2,999 56.8 15.0 9.9 18.3 43.2 6.2 24.5 26.1

$3,000 or more 42.5 4.8 5.1 47.5 57.5 4.3 15.0 23.3

Aid package at first institution

 in 1989–90

No aid 70.3 5.4 10.7 13.6 29.7 8.0 30.1 32.1

Grants, no loans 55.1 6.3 12.0 26.6 44.9 5.8 25.5 23.9

Grants and loans 49.6 15.0 6.7 28.8 50.4 4.1 22.3 23.2

Loans, no grants 48.4 19.9 7.9 23.9 51.6 0.8 24.9 22.8

Other aid 64.6 8.8 8.3 18.3 35.4 5.6 31.8 27.1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
Section 6

Persistence and Attainment of a Bachelor's Degree
67

Table 6.1—Percentage distribution of 1989–90 beginning postsecondary students who were ever working

toward a bachelor's degree according to persistence and attainment of a bachelor's degree as of

spring 1994, by institution where they began working toward the degree and type of degree

attained

Still No

enrolled bachelor's Changed

Attained toward degree, degree

bachelor's bachelor's no longer working

degree degree enrolled toward1

Total 44.5 21.2 24.8 9.6 2

Level and control of institution where began

 working toward degree

4-year

Public 47.7 23.5 22.1 6.8

Private, not-for-profit 67.7 9.8 17.4 5.1

Private, for-profit — — — — 

2-year

Public 9.1 30.1 40.0 20.8

Private, not-for-profit 11.2 23.9 44.2 20.6

Private, for-profit 0.0 11.4 54.8 33.8

Less-than-2-year

Public — — — — 

Private, not-for-profit — — — — 

Private, for-profit — — — — 

Level of institution where began working

 toward degree

4-year 53.9 19.3 20.6 6.2

2-year 8.8 29.4 40.6 21.2

Less-than-2-year — — — — 

Control of institution where began working

 toward degree

Public 36.3 25.4 27.4 11.0

Private, not-for-profit 66.5 10.1 18.0 5.4

Private, for-profit 1.7 18.6 52.0 27.6

—Too few cases for a reliable estimate.

Student enrolled in a different degree or certificate program before the spring of 1994. 1

Total includes cases where level and control of the institution where began working toward the degree is unknown. 2

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
68

Table 6.2—Percentage distribution of 1989–90 beginning postsecondary students who were ever working

toward a bachelor's degree according to persistence and attainment of a bachelor's degree as of

spring 1994, by demographic characteristics

Still No

enrolled bachelor's Changed

Attained toward degree, degree

bachelor's bachelor's no longer working

degree degree enrolled toward1

Total 44.5 21.2 24.8 9.6 2

Gender

Male 39.8 24.4 27.0 8.9

Female 49.1 18.0 22.6 10.3

Age when began working toward degree

18 years or younger 51.2 17.4 22.1 9.2

19 years 30.3 26.6 32.9 10.2

20–29 years 25.9 35.4 28.4 10.3

30 years or older 13.3 16.7 53.4 16.6

Socioeconomic status

Lowest quartile 23.6 21.7 39.5 15.2

Middle quartiles 38.2 24.7 27.4 9.8

Highest quartile 51.3 18.6 21.2 8.8

Race–ethnicity of student

American Indian/Alaskan Native — — — — 

Asian/Pacific Islander 46.1 23.8 23.4 6.8

Black, non-Hispanic 35.2 24.0 32.5 8.4

Hispanic 33.3 25.6 22.8 18.3

White, non-Hispanic 46.4 20.0 24.5 9.1

Marital status when began working toward

 degree

Not married 46.2 20.7 23.7 9.4

Married 18.4 28.3 43.0 10.3

Separated — — — — 

Parental education

Less than high school diploma 32.4 14.4 34.9 18.3

High school diploma 37.3 20.6 31.4 10.7

Some postsecondary 44.3 22.1 25.3 8.3

Bachelor's or higher 50.6 21.7 19.3 8.4

Dependency status in 1989–90

Dependent 47.0 20.8 23.2 9.0

Independent 20.6 25.0 39.0 15.3

Income and dependency status in 1989–90

Dependent

Less than $20,000 37.2 22.1 31.1 9.6

$20,000–39,999 42.7 24.3 24.3 8.8

$40,000–59,999 47.8 17.7 25.0 9.5

$60,000 or more 58.0 19.0 14.7 8.2

Independent

Less than $10,000 22.6 24.8 34.4 18.1

$10,000–19,999 20.9 32.2 26.8 20.1

$20,000 or more 16.5 19.8 57.6 6.2

—Too few cases for a reliable estimate.

Student enrolled in a different degree or certificate program before the spring of 1994. 1

Total includes cases where level and control of the institution where began working toward the degree is unknown. 2

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
69

Table 6.3—Percentage distribution of 1989–90 beginning postsecondary students who were ever working

toward a bachelor's degree according to persistence and attainment of a bachelor's degree as of

spring 1994, by persistence risk factors when they began working toward the degree

Still No

enrolled bachelor's Changed

Attained toward degree, degree

bachelor's bachelor's no longer working

degree degree enrolled toward1

Total 44.5 21.2 24.8 9.6 2

Number of risk factors when began working

 toward degree3

None 53.6 19.7 19.4 7.3

One 42.2 23.5 25.2 9.1

Two 20.9 22.9 43.5 12.7

Three or more 12.7 24.1 40.4 22.8

High school diploma or equivalency status

High school diploma 45.1 21.2 24.4 9.3

GED or high school equivalent 17.2 18.6 41.5 22.8 4

Delayed postsecondary enrollment

Did not delay 49.1 20.4 22.1 8.4

Delayed 17.0 25.7 40.5 16.8

Attendance status when began working

 toward degree

Full time 51.5 18.0 21.6 8.8

Part time 12.2 20.7 43.6 23.5

Dependency status when began working

 toward degree

Dependent 51.5 18.9 21.5 8.1

Independent 21.5 28.0 34.9 15.5

Number of children when began working

 toward degree

None 45.4 21.1 24.0 9.4

One or more 16.3 24.3 39.5 20.0

Single parent status when began working

 toward degree

Not a single parent 45.7 21.1 24.1 9.2

Single parent 21.0 16.7 32.5 29.8

Worked full time while enrolled when began

 working toward degree

Did not work full time 45.7 22.0 23.3 8.9

Worked full time 39.4 18.2 31.5 10.9

Student enrolled in a different degree or certificate program before the spring of 1994. 1

Total includes cases where level and control of the institution where began working toward the degree is unknown. 2

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

3

time attendance, and working full time while enrolled.

Passed tests of General Educational Development or high school equivalent, also includes a small number of cases with no high school diploma.

4

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
Section 7

Persistence and Attainment of an Associate's Degree
71

Table 7.1—Percentage distribution of 1989–90 beginning postsecondary students who were ever working

toward an associate's degree according to persistence and attainment of an associate's degree as

of spring 1994, by institution where they began working toward the degree and type of degree

attained

Still No

enrolled associate's Changed

Attained toward degree, degree

associate's associate's no longer working

degree degree enrolled toward1

Total 35.5 8.7 38.7 17.2 2

Level and control of institution where began

 working toward degree

4-year

Public 23.6 15.2 45.3 15.9

Private, not-for-profit 32.9 10.9 36.9 19.3

Private, for-profit — — — — 

2-year

Public 28.4 9.9 42.4 19.4

Private, not-for-profit 42.8 6.1 21.7 29.5

Private, for-profit 37.9 1.9 49.3 10.9

Less-than-2-year

Public — — — — 

Private, not-for-profit — — — — 

Private, for-profit — — — — 

Level of institution where began working

 toward degree

4-year 27.0 13.9 42.3 16.8

2-year 29.6 9.1 42.1 19.1

Less-than-2-year — — — — 

Control of institution where began working

 toward degree

Public 28.0 10.3 42.7 19.1

Private, not-for-profit 37.7 8.4 29.8 24.1

Private, for-profit 34.7 2.4 51.6 11.3

—Too few cases for a reliable estimate.

Student enrolled in a different degree or certificate program before the spring of 1994. 1

Total includes cases where level and control of the institution where began working toward the degree is unknown. 2

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
72

Table 7.2—Percentage distribution of 1989–90 beginning postsecondary students who were ever working

toward an associate's degree according to persistence and attainment of an associate's degree as

of spring 1994, by demographic characteristics

Still No

enrolled associate's Changed

Attained toward degree, degree

associate's associate's no longer working

degree degree enrolled toward1

Total 35.5 8.7 38.7 17.2 2

Gender

Male 33.4 7.0 38.1 21.5

Female 37.1 10.0 39.1 13.8

Age when began working toward degree

18 years or younger 41.4 6.7 31.0 20.9

19 years 25.5 4.8 47.4 22.3

20–29 years 20.1 14.2 49.3 16.5

30 years or older 17.2 14.4 57.4 11.0

Socioeconomic status

Lowest quartile 23.7 11.3 52.7 12.3

Middle quartiles 31.1 10.3 40.9 17.8

Highest quartile 47.3 5.2 29.0 18.5

Race–ethnicity of student

American Indian/Alaskan Native — — — — 

Asian/Pacific Islander 41.4 13.2 29.0 16.4

Black, non-Hispanic 25.8 11.0 44.1 19.1

Hispanic 34.7 11.7 37.6 16.0

White, non-Hispanic 36.6 7.8 38.4 17.1

Marital status when began working toward

 degree

Not married 33.1 8.7 37.5 20.7

Married 19.0 13.7 57.4 9.9

Separated — — — — 

Parental education

Less than high school diploma 19.6 14.8 51.2 14.4

High school diploma 32.5 7.0 44.4 16.0

Some postsecondary 39.1 12.5 36.7 11.7

Bachelor's or higher 45.9 6.6 23.6 23.9

Dependency status in 1989–90

Dependent 42.1 7.4 32.2 18.3

Independent 19.2 11.9 54.2 14.6

Income and dependency status in 1989–90

Dependent

Less than $20,000 39.3 9.2 32.8 18.8

$20,000–39,999 37.9 6.0 35.3 20.8

$40,000–59,999 46.3 6.7 32.4 14.7

$60,000 or more 49.0 8.7 24.7 17.6

Independent

Less than $10,000 23.4 10.4 53.6 12.6

$10,000–19,999 17.2 10.0 60.3 12.5

$20,000 or more 15.9 15.3 50.0 18.9

—Too few cases for a reliable estimate.

Student enrolled in a different degree or certificate program before the spring of 1994. 1

Total includes cases where level and control of the institution where began working toward the degree is unknown. 2

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
73

Table 7.3—Percentage distribution of 1989–90 beginning postsecondary students who were ever working

toward an associate's degree according to persistence and attainment of an associate's degree as

of spring 1994, by persistence risk factors when they began working toward the degree

Still No

enrolled associate's Changed

Attained toward degree, degree

associate's associate's no longer working

degree degree enrolled toward1

Total 35.5 8.7 38.7 17.2 2

Number of risk factors when began working

 toward degree3

None 47.8 8.1 24.8 19.4

One 32.7 6.8 37.9 22.5

Two 22.0 7.9 51.5 18.5

Three or more 14.2 13.4 57.1 15.3

High school diploma or equivalency status

High school diploma 37.1 9.0 37.0 16.8

GED or high school equivalent 14.8 4.8 59.0 21.4 4

Delayed postsecondary enrollment

Did not delay 45.6 7.7 28.5 18.2

Delayed 19.1 10.3 54.9 15.6

Attendance status when began working

 toward degree

Full time 38.5 6.2 34.6 20.7

Part time 18.4 12.6 52.3 16.7

Dependency status when began working

 toward degree

Dependent 40.7 7.1 31.3 20.8

Independent 18.9 12.0 52.1 17.0

Number of children when began working

 toward degree

None 32.5 9.1 38.5 19.9

One or more 17.0 12.5 57.3 13.2

Single parent status when began working

 toward degree

Not a single parent 31.4 9.4 40.0 19.2

Single parent 12.8 9.5 62.8 14.9

Worked full time while enrolled when began

 working toward degree

Did not work full time 35.7 7.0 37.3 19.9

Worked full time 19.0 13.9 50.4 16.8

Student enrolled in a different degree or certificate program before the spring of 1994. 1

Total includes cases where level and control of the institution where began working toward the degree is unknown. 2

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

3

time attendance, and working full time while enrolled.

Passed tests of General Educational Development or high school equivalent, also includes a small number of cases with no high school diploma.

4

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
Section 8

Persistence and Attainment of a Certificate
75

Table 8.1—Percentage distribution of 1989–90 beginning postsecondary students who were ever working

toward a certificate according to persistence and attainment of a certificate as of spring 1994, by

institution where they began working toward the degree and type of degree attained

Still No Changed

enrolled certificate, degree

Attained toward no longer working

certificate certificate enrolled toward1

Total 55.8 4.5 31.0 8.7 2

Level and control of institution where began

 working toward degree

4-year

Public 32.7 12.2 36.0 19.0

Private, not-for-profit 31.5 12.0 40.9 15.6

Private, for-profit — — — — 

2-year

Public 34.3 10.2 42.7 12.7

Private, not-for-profit 67.9 0 22.0 10.1

Private, for-profit 51.5 3.0 31.4 14.2

Less-than-2-year

Public 66.5 0 30.3 3.2

Private, not-for-profit 58.3 3.9 26.7 11.0

Private, for-profit 68.5 0.2 25.6 5.8

Level of institution where began working

 toward degree

4-year 32.3 12.1 37.7 17.8

2-year 38.2 8.7 40.3 12.9

Less-than-2-year 67.7 0.2 26.7 5.4

Control of institution where began working

 toward degree

Public 40.5 8.4 39.9 11.3

Private, not-for-profit 51.1 5.8 30.6 12.5

Private, for-profit 65.4 0.7 26.7 7.3

—Too few cases for a reliable estimate.

Student enrolled in a different degree program before the spring of 1994. 1

Total includes cases where level and control of institution where began working toward the degree is unknown. 2

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
76

Table 8.2—Percentage distribution of 1989–90 beginning postsecondary students who were ever working

toward a certificate according to persistence and attainment of a certificate as of spring 1994, by

demographic characteristics

Still No Changed

enrolled certificate, degree

Attained toward no longer working

certificate certificate enrolled toward1

Total 55.8 4.5 31.0 8.7 2

Gender

Male 53.1 5.5 32.3 9.1

Female 57.7 3.8 30.1 8.4

Age when began working toward degree

18 years or younger 45.2 4.9 35.9 14.0

19 years 54.2 2.3 29.8 13.8

20–29 years 52.4 6.7 31.5 9.3

30 years or older 56.8 2.0 40.8 0.3

Socioeconomic status

Lowest quartile 51.7 0.5 44.3 3.5

Middle quartiles 56.1 6.6 28.1 9.3

Highest quartile 60.1 4.4 21.6 13.9

Race–ethnicity of student

American Indian/Alaskan Native — — — — 

Asian/Pacific Islander 72.1 0 16.4 11.6

Black, non-Hispanic 46.4 2.1 39.2 12.3

Hispanic 61.7 7.4 22.9 8.0

White, non-Hispanic 55.9 4.8 31.2 8.1

Marital status when began working toward

 degree

Not married 52.3 5.0 31.5 11.2

Married 53.0 2.3 38.5 6.2

Separated 39.8 0 60.2 0

Parental education

Less than high school diploma 56.5 0.6 39.6 3.2

High school diploma 57.0 4.3 29.4 9.3

Some postsecondary 53.0 5.3 31.4 10.4

Bachelor's or higher 55.5 9.7 21.8 13.0

Dependency status in 1989–90

Dependent 56.4 5.3 26.5 11.7

Independent 55.0 3.6 36.3 5.2

Income and dependency status in 1989–90

Dependent

Less than $20,000 52.0 6.1 35.2 6.7

$20,000–39,999 57.9 3.8 27.5 10.8

$40,000–59,999 62.8 4.2 17.0 15.9

$60,000 or more 51.7 9.4 20.3 18.6

Independent

Less than $10,000 57.7 3.7 33.2 5.4

$10,000–19,999 52.1 4.5 37.3 6.1

$20,000 or more 52.9 2.5 40.9 3.7

—Too few cases for a reliable estimate.

Student enrolled in a different degree program before the spring of 1994. 1

Total includes cases where level and control of the institution where began working toward the degree is unknown. 2

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
77

Table 8.3—Percentage distribution of 1989–90 beginning postsecondary students who were ever working

toward a certificate according to persistence and attainment of a certificate as of spring 1994, by

persistence risk factors when they began working toward the degree

Still No Changed

enrolled certificate, degree

Attained toward no longer working

certificate certificate enrolled toward1

Total 55.8 4.5 31.0 8.7 2

Number of risk factors when began working

 toward degree3

None 58.7 5.2 24.7 11.4

One 52.2 8.7 25.4 13.9

Two 55.5 7.1 25.7 11.6

Three or more 47.4 2.3 44.2 6.1

High school diploma or equivalency status

High school diploma 57.0 5.2 28.4 9.4

GED or high school equivalent 48.2 0 47.6 4.2 4

Delayed postsecondary enrollment

Did not delay 56.6 7.9 22.7 12.8

Delayed 55.1 1.7 37.9 5.3

Attendance status when began working

 toward degree

Full time 52.9 3.8 32.3 10.9

Part time 43.7 1.9 43.9 10.4

Dependency status when began working

 toward degree

Independent 51.0 5.3 36.2 7.4

Dependent 54.6 3.8 28.0 13.6

Number of children when began working

 toward degree

None 51.0 6.7 30.0 12.3

One or more 50.4 1.8 43.1 4.7

Single parent status when began working

 toward degree

Not a single parent 51.7 5.0 32.4 10.9

Single parent 49.3 0.7 44.2 5.8

Worked full time while enrolled when began

 working toward degree

Did not work full time 58.4 3.6 29.7 8.4

Worked full time 39.8 6.4 41.1 12.7

Student enrolled in a different degree program before the spring of 1994. 1

Total includes cases where level and control of the institution where began working toward the degree is unknown. 2

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

3

time attendance, and working full time while enrolled.

Passed tests of General Educational Development or high school equivalent, also includes a small number of cases with no high school diploma.

4

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
Section 9

Persistence and Attainment During the First Spell

of Continuous Enrollment – Total
79

Table 9.1—Percentage distribution of 1989–90 beginning postsecondary students according to persistence and

attainment during the first spell of continuous enrollment, by institution attended, intensity of

enrollment, degree working toward, and type of degree attained

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

 Total 32.0 3.1 30.3 12.4 22.2

Intensity of enrollment during first spell

Exclusively part time 8.0 2.4 31.3 20.7 37.6

Mixed 45.1 7.6 21.6 10.3 15.4

Exclusively full time 36.6 2.1 34.0 11.1 16.1

Level and control of first institution

4-year

Public 36.5 7.1 30.5 11.7 14.1

Private, not-for-profit 49.8 1.2 31.4 8.6 9.0

Private, for-profit — — — — — 

2-year

Public 17.7 2.2 33.4 16.9 29.8

Private, not-for-profit 35.7 0.3 42.2 8.1 13.7

Private, for-profit 39.3 0 21.9 5.1 33.7

Less-than-2-year

Public 39.8 0 19.9 7.0 33.4

Private, not-for-profit 59.4 0 23.7 0 17.0

Private, for-profit 59.0 0 11.4 1.5 28.1

Level of first institution

4-year 40.9 5.2 30.8 10.7 12.4

2-year 20.0 2.0 32.8 15.7 29.6

Less-than-2-year 54.9 0 13.7 2.6 28.8

Control of first institution

Public 25.5 4.0 32.0 14.7 23.9

Private, not-for-profit 48.5 1.0 32.4 8.4 9.7

Private, for-profit 51.7 0 15.3 2.8 30.2

Degree working toward when began first spell

None 3.2 0 33.1 23.4 40.3

Certificate 42.9 0.5 13.4 9.1 34.0

Associate's degree 24.2 1.9 31.3 14.5 28.0

Bachelor's degree 36.9 5.0 34.8 11.8 11.5

First type of degree attained

None † 6.2 32.5 17.1 44.3

Certificate 55.6 0 37.0 7.4 † 

Associate's degree 62.4 0.1 28.0 9.5 † 

Bachelor's degree 69.8 0.1 23.2 7.0 † 

Highest degree attained

None † 6.2 32.5 17.1 44.3

Certificate 55.5 0 36.8 7.7 † 

Associate's degree 57.2 0.1 32.2 10.5 † 

Bachelor's degree 71.2 0.1 22.1 6.6 † 

—Too few cases for a reliable estimate.

†Not applicable.

Without return as of spring 1994. 1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
80

Table 9.2—Percentage distribution of 1989–90 beginning postsecondary students according to persistence and

attainment during the first spell of continuous enrollment, by demographic characteristics

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

Total 32.0 3.1 30.3 12.4 22.2

Gender

Male 27.2 3.8 33.1 14.2 21.7

Female 36.1 2.5 27.9 10.9 22.5

Age when began first spell

18 years or younger 37.5 3.3 34.1 11.2 13.9

19 years 22.8 2.9 33.5 16.2 24.6

20–29 years 24.2 3.5 22.0 14.9 35.4

30 years or older 22.0 1.8 17.4 10.8 48.1

Socioeconomic status

Lowest quartile 27.0 3.9 17.4 11.1 40.5

Middle quartiles 29.1 3.2 29.4 14.2 24.0

Highest quartile 37.0 2.8 36.1 10.8 13.3

Race–ethnicity of student

American Indian/Alaskan Native 39.9 11.0 22.3 11.2 15.7

Asian/Pacific Islander 39.8 6.7 29.1 12.3 12.1

Black, non-Hispanic 23.5 3.4 32.4 13.4 27.3

Hispanic 24.8 5.8 33.7 14.7 21.0

White, non-Hispanic 33.3 2.6 29.8 12.1 22.3

Marital status when began first spell

Not married 33.5 3.4 32.9 12.3 17.9

Married 24.2 1.5 13.5 15.0 45.8

Separated 27.8 0 14.1 5.8 52.3

Parental education

Less than high school diploma 26.5 3.4 22.5 10.5 37.1

High school diploma 28.3 2.2 28.0 15.1 26.4

Some postsecondary 35.3 3.6 29.5 12.3 19.3

Bachelor's or higher 36.2 3.8 37.1 11.6 11.3

Dependency status in 1989–90

Dependent 34.7 3.4 33.8 12.4 15.8

Independent 24.2 2.4 20.4 12.4 40.6

Income and dependency status in 1989–90

Dependent

Less than $20,000 29.5 4.9 31.2 11.2 23.2

$20,000–39,999 30.9 2.6 34.4 14.1 18.0

$40,000–59,999 39.8 3.6 31.0 13.5 12.2

$60,000 or more 39.3 2.7 38.8 9.8 9.4

Independent

Less than $10,000 26.0 3.5 26.7 9.8 34.0

$10,000–19,999 29.2 0 13.9 15.7 41.2

$20,000 or more 17.5 3.0 17.5 13.1 48.8

Without return as of spring 1994. 1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
81

Table 9.3—Percentage distribution of 1989–90 beginning postsecondary students according to persistence and

attainment during the first spell of continuous enrollment, by persistence risk factors when they

began first spell

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

Total 32.0 3.1 30.3 12.4 22.2

Number of risk factors when began first spell2

None 42.1 4.2 32.5 9.4 11.8

One 29.7 2.0 36.8 12.9 18.7

Two 24.1 1.4 30.1 15.9 28.5

Three or more 20.2 2.9 21.0 15.7 40.2

High school diploma or equivalency status

High school diploma 32.5 3.2 30.9 12.4 21.0

GED or high school equivalent 24.2 1.5 22.4 13.0 38.9 3

Delayed postsecondary enrollment

Did not delay 36.4 3.3 34.3 11.7 14.2

Delayed 22.9 2.7 22.0 13.8 38.6

Attendance status when began first spell

Full time 39.0 3.3 30.8 10.9 16.1

Part time 12.6 3.5 31.2 19.3 33.4

Dependency status when began first spell

Dependent 37.9 3.6 33.8 10.9 13.8

Independent 22.6 2.5 25.2 15.1 34.6

Number of children when began first spell

None 33.4 3.4 32.4 12.3 18.5

One or more 24.1 1.7 18.6 13.4 42.2

Single parent status when began first spell

Not a single parent 32.8 3.2 30.7 12.6 20.5

Single parent 24.3 2.6 22.9 10.8 39.5

Worked full time while enrolled when began

 first spell

Did not work full time 35.8 3.3 31.9 10.5 18.5

Worked full time 23.1 2.8 26.3 17.0 30.8

Without return as of spring 1994. 1

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

2

time attendance, and working full time while enrolled.

Passed tests of General Educational Development or high school equivalent, also includes a small number of cases with no high school diploma.

3

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
82

Table 9.4—Percentage distribution of 1989–90 beginning postsecondary students according to persistence and

attainment during the first spell of continuous enrollment, by social, academic, and work

experiences and measures of satisfaction during the 1989–90 academic year

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

Total 32.0 3.1 30.3 12.4 22.2

Index of social integration in 1989–90

Low 17.9 2.1 21.6 15.1 43.3

Moderate 28.6 3.6 32.6 13.3 21.8

High 42.3 3.1 31.2 9.7 13.7

Index of academic integration in 1989–90

Low 14.6 1.1 26.7 21.6 35.9

Moderate 27.8 3.2 28.3 12.7 28.0

High 36.9 3.5 31.8 11.5 16.4

Local residence in 1989–90

Campus housing 47.4 4.3 31.6 8.4 8.4

Off-campus 25.5 2.0 25.0 12.1 35.4

With parents 25.5 3.1 33.2 15.6 22.6

Educational aspirations in 1989–90

Trade school 42.5 0 12.9 7.3 37.4

2-year degree 21.6 2.2 21.8 17.8 36.6

Bachelor's degree 26.0 3.6 36.0 12.9 21.5

Advanced degree 38.5 3.5 33.2 10.9 13.9

Satisfaction with first institution in 1989–90

Low 27.8 0 48.4 5.1 18.6

Moderate 29.7 3.0 39.6 12.4 15.3

High 33.9 3.6 28.3 13.1 21.1

Average hours worked while enrolled in

 1989–90

Less than 5 hours 36.7 2.6 28.1 9.6 22.9

5–15 hours 42.2 3.5 33.5 10.9 9.9

16–25 hours 35.0 3.0 34.3 9.8 17.9

26–34 hours 30.7 4.8 33.2 12.5 18.9

More than 34 hours 23.3 2.7 26.9 16.8 30.4

Grade point average in 1989–90

Less than C's 15.2 4.3 41.8 14.6 24.0

Mostly C's 24.1 3.1 33.5 19.5 19.8

B's and C's 35.3 5.0 33.0 10.7 16.1

Mostly B's 38.0 2.2 30.0 9.9 19.8

A's and B's 48.7 4.0 23.0 9.3 15.0

Mostly A's 41.8 3.2 19.5 11.1 24.5

Number of types of remedial instruction

 received in 1989–90

None 33.2 3.0 29.9 12.1 21.9

One 29.7 2.5 32.7 15.5 19.6

Two or more 19.5 5.3 33.1 13.1 29.0

Without return as of spring 1994. 1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
83

Table 9.5—Percentage distribution of 1989–90 beginning postsecondary students according to persistence and

attainment during the first spell of continuous enrollment, by education financing during the

1989–90 academic year

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

Total 32.0 3.1 30.3 12.4 22.2

Total costs in 1989–90

Less than $4,000 19.7 3.0 33.5 15.1 28.6

$4,000–7,999 33.0 4.3 31.2 13.3 18.1

$8,000–11,999 40.3 2.8 28.2 8.1 20.5

$12,000 or more 54.2 1.1 23.1 7.3 14.3

Total aid amount in 1989–90

None 24.6 3.2 33.8 14.9 23.6

Less than $2,000 31.9 3.3 26.4 11.9 26.5

$2,000–4,999 40.5 3.3 27.1 8.0 21.0

$5,000–6,999 52.1 3.3 22.0 8.2 14.4

$7,000 or more 54.0 0.8 27.5 9.1 8.7

Total federal aid amount in 1989–90

None 28.3 3.2 32.4 14.0 22.1

Less than $2,000 29.5 3.9 27.0 10.5 29.1

$2,000–4,999 43.1 3.0 26.0 8.8 19.2

$5,000–6,999 57.6 0.1 21.7 5.6 15.0

$7,000 or more 60.7 0 21.3 5.4 12.6

Total loan amount in 1989–90

None 28.8 3.4 31.3 13.5 23.0

Less than $1,000 32.2 2.7 32.3 10.3 22.5

$1,000–1,999 34.8 3.0 26.8 10.9 24.6

$2,000–2,999 49.6 2.0 24.4 7.1 16.9

$3,000 or more 51.8 0.3 26.9 6.3 14.7

Total grant amount in 1989–90

None 26.7 3.0 32.9 14.3 23.1

Less than $1,000 31.7 3.3 27.4 10.6 27.0

$1,000–1,999 39.6 3.3 24.2 10.0 23.0

$2,000–2,999 40.2 4.2 27.8 7.3 20.5

$3,000 or more 50.5 2.9 25.6 9.0 12.0

Aid package at first institution in 1989–90

No aid 24.5 3.2 33.8 14.8 23.5

Grants, no loans 40.1 3.8 25.1 10.1 20.8

Grants and loans 45.9 2.4 25.0 8.1 18.5

Loans, no grants 47.3 0.7 22.6 8.6 20.8

Other aid 29.0 4.8 27.7 15.6 23.0

Without return as of spring 1994. 1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
Section 10

Persistence and Attainment During the First Spell

of Continuous Enrollment – By Institution Type
85

Table 10.1a—Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

public institutions according to persistence and attainment during the first spell of continuous

enrollment, by institution attended, intensity of enrollment, degree working toward, and type

of degree attained

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

4-year public institution

Total 36.5 7.1 30.5 11.7 14.1

Intensity of enrollment during first spell

Exclusively part time 2.8 0 47.0 8.1 42.0

Mixed 48.8 12.8 17.0 7.6 13.9

Exclusively full time 36.1 5.4 33.6 13.7 11.1

Degree working toward when began first spell

None — — — — — 

Certificate — — — — — 

Associate's degree 25.4 1.7 29.3 13.9 29.7

Bachelor's degree 38.5 7.8 29.6 11.9 12.1

First type of degree attained

None † 15.6 35.3 17.9 31.1

Certificate 18.2 0 79.7 2.1 † 

Associate's degree 36.6 0.9 57.8 4.7 † 

Bachelor's degree 73.8 0 19.0 7.3 † 

Highest degree attained

None † 15.6 35.3 17.9 31.1

Certificate 17.5 0 80.3 2.2 † 

Associate's degree 28.3 1.1 65.2 5.4 † 

Bachelor's degree 73.8 0 19.1 7.1 † 

—Too few cases for a reliable estimate.

†Not applicable.

Without return as of spring 1994. 1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
86

Table 10.1b—Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

private, not-for-profit institutions according to persistence and attainment during the first

spell of continuous enrollment, by institution attended, intensity of enrollment, degree working

toward, and type of degree attained

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

4-year private, not-for-profit institution

Total 49.8 1.2 31.4 8.6 9.0

Intensity of enrollment during first spell

Exclusively part time 5.8 0 42.2 13.1 38.9

Mixed 72.8 2.2 11.6 6.1 7.4

Exclusively full time 50.0 1.1 33.6 8.2 7.1

Degree working toward when began first spell

None — — — — — 

Certificate — — — — — 

Associate's degree 34.5 3.1 35.9 6.3 20.3

Bachelor's degree 52.2 1.1 30.4 8.9 7.5

First type of degree attained

None † 3.7 53.0 11.4 31.9

Certificate 25.6 0 65.2 9.2 † 

Associate's degree 34.6 0 62.6 2.9 † 

Bachelor's degree 73.7 0.2 18.3 7.8 † 

Highest degree attained

None † 3.7 53.0 11.4 31.9

Certificate 16.6 0 71.6 11.7 † 

Associate's degree 34.2 0 62.5 3.3 † 

Bachelor's degree 72.7 0.2 19.5 7.6 † 

—Too few cases for a reliable estimate.

†Not applicable.

Without return as of spring 1994. 1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
87

Table 10.1c—Percentage distribution of 1989–90 beginning postsecondary students who began in 2-year

public institutions according to persistence and attainment during the first spell of continuous

enrollment, by institution attended, intensity of enrollment, degree working toward, and type

of degree attained

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

2-year public institution

Total 17.7 2.2 33.4 16.9 29.8

Intensity of enrollment during first spell

Exclusively part time 4.2 3.0 30.1 24.3 38.3

Mixed 34.5 5.6 28.0 13.2 18.7

Exclusively full time 19.3 0.4 42.8 14.7 22.8

Degree working toward when began first spell

None 1.1 0 27.9 26.1 44.9

Certificate 20.1 1.4 12.7 21.1 44.7

Associate's degree 21.6 2.2 32.0 15.8 28.5

Bachelor's degree 15.3 3.5 51.3 16.1 13.8

First type of degree attained

None † 3.4 29.2 20.2 47.2

Certificate 27.9 0 58.4 13.8 † 

Associate's degree 66.7 0 22.4 11.0 † 

Bachelor's degree — — — — † 

Highest degree attained

None † 3.4 29.2 20.2 47.2

Certificate 28.3 0 57.5 14.2 † 

Associate's degree 59.7 0 28.1 12.2 † 

Bachelor's degree 56.3 0 41.2 2.5 † 

—Too few cases for a reliable estimate.

†Not applicable.

Without return as of spring 1994. 1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
88

Table 10.2a—Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

public institutions according to persistence and attainment during the first spell of continuous

enrollment, by demographic characteristics

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

4-year public institution

Total 36.5 7.1 30.5 11.7 14.1

Gender

Male 31.0 8.4 33.1 13.6 13.8

Female 41.3 5.9 28.3 10.1 14.3

Age when began first spell

18 years or younger 39.8 7.2 30.9 11.5 10.6

19 years 25.4 8.0 31.2 14.1 21.3

20–29 years 15.4 5.8 28.7 14.5 35.6

30 years or older 14.7 2.1 19.7 5.5 57.9

Socioeconomic status

Lowest quartile 20.7 11.5 17.3 6.4 44.1

Middle quartiles 31.9 7.8 30.9 13.3 16.2

Highest quartile 41.6 6.1 31.7 11.2 9.3

Race–ethnicity of student

American Indian/Alaskan Native — — — — — 

Asian/Pacific Islander 46.9 8.4 14.1 17.5 13.1

Black, non-Hispanic 26.6 9.4 31.0 15.6 17.4

Hispanic 32.4 13.1 34.8 8.3 11.3

White, non-Hispanic 37.3 6.5 31.1 11.2 13.9

Marital status when began first spell

Not married 37.5 7.2 31.3 11.8 12.3

Married 21.5 2.3 17.9 12.1 46.3

Separated — — — — — 

Parental education

Less than high school diploma 35.3 4.7 22.4 15.6 22.0

High school diploma 26.7 7.4 34.5 11.6 19.8

Some postsecondary 38.4 7.0 28.0 11.9 14.7

Bachelor's or higher 42.0 7.2 30.4 11.8 8.7

Dependency status in 1989–90

Dependent 38.4 7.2 31.0 11.7 11.6

Independent 17.8 5.6 25.6 11.9 39.1

Income and dependency status in 1989–90

Dependent

Less than $20,000 30.5 11.2 27.8 10.9 19.6

$20,000–39,999 36.0 5.1 31.2 16.0 11.7

$40,000–59,999 41.7 8.3 28.1 10.6 11.3

$60,000 or more 42.6 5.8 36.1 8.8 6.7

Independent

Less than $10,000 18.2 10.1 29.5 10.9 31.3

$10,000–19,999 — — — — — 

$20,000 or more 16.5 0 18.9 1.9 62.7

—Too few cases for a reliable estimate.

Without return as of spring 1994. 1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
89

Table 10.2b—Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

private, not-for-profit institutions according to persistence and attainment during the first

spell of continuous enrollment, by demographic characteristics

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

4-year private, not-for-profit institution

Total 49.8 1.2 31.4 8.6 9.0

Gender

Male 47.3 1.6 33.3 9.8 8.1

Female 52.3 0.8 29.6 7.5 9.8

Age when began first spell

18 years or younger 53.1 1.0 31.3 8.1 6.6

19 years 41.1 2.6 33.7 12.7 9.9

20–29 years 22.3 0 35.5 10.2 32.0

30 years or older 17.4 4.4 22.9 11.2 44.1

Socioeconomic status

Lowest quartile 29.4 1.1 24.7 6.8 38.0

Middle quartiles 44.6 1.3 34.7 9.6 9.9

Highest quartile 54.1 1.1 30.3 8.3 6.2

Race–ethnicity of student

American Indian/Alaskan Native — — — — — 

Asian/Pacific Islander 62.1 0 21.7 13.1 3.1

Black, non-Hispanic 44.5 1.0 36.6 10.0 7.8

Hispanic 42.6 2.5 30.6 8.1 16.1

White, non-Hispanic 50.0 1.2 31.4 8.4 9.0

Marital status when began first spell

Not married 51.4 1.1 31.4 8.4 7.6

Married 19.9 1.8 27.6 14.8 35.9

Separated — — — — — 

Parental education

Less than high school diploma 41.8 4.0 25.1 6.3 22.8

High school diploma 42.8 0.3 34.8 7.9 14.3

Some postsecondary 47.3 1.3 32.6 10.2 8.6

Bachelor's or higher 55.0 1.2 30.4 8.4 5.0

Dependency status in 1989–90

Dependent 51.8 1.1 31.8 8.4 6.9

Independent 25.9 1.6 27.8 10.6 34.1

Income and dependency status in 1989–90

Dependent

Less than $20,000 43.4 2.2 34.1 8.6 11.7

$20,000–39,999 45.0 1.2 37.3 8.0 8.4

$40,000–59,999 54.3 0.8 28.7 10.4 5.8

$60,000 or more 59.7 0.8 28.3 7.2 4.0

Independent

Less than $10,000 38.9 0 27.8 11.2 22.2

$10,000–19,999 20.4 0 42.0 11.5 26.1

$20,000 or more 16.7 4.2 18.3 9.5 51.4

—Too few cases for a reliable estimate.

Without return as of spring 1994. 1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
90

Table 10.2c—Percentage distribution of 1989–90 beginning postsecondary students who began in 2-year

public institutions according to persistence and attainment during the first spell of continuous

enrollment, by demographic characteristics

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

2-year public institution

Total 17.7 2.2 33.4 16.9 29.8

Gender

Male 13.8 2.6 36.3 18.5 28.8

Female 21.4 1.7 30.5 15.4 30.9

Age when began first spell

18 years or younger 23.8 0.9 40.9 14.6 19.9

19 years 11.9 1.8 35.2 21.7 28.4

20–29 years 12.1 5.1 24.4 20.4 37.9

30 years or older 11.9 2.2 19.8 14.4 51.8

Socioeconomic status

Lowest quartile 16.0 4.6 20.6 16.1 42.6

Middle quartiles 17.6 2.3 30.8 19.4 30.0

Highest quartile 18.9 0.4 45.7 13.3 21.7

Race–ethnicity of student

American Indian/Alaskan Native — — — — — 

Asian/Pacific Islander — — — — — 

Black, non-Hispanic 11.2 1.9 37.6 19.0 30.3

Hispanic 13.9 6.0 37.5 20.5 22.1

White, non-Hispanic 18.7 1.1 31.8 16.5 31.9

Marital status when began first spell

Not married 18.8 2.4 37.9 17.0 23.9

Married 14.9 1.9 13.0 19.6 50.7

Separated — — — — — 

Parental education

Less than high school diploma 10.9 4.7 28.3 12.0 44.1

High school diploma 20.0 0.9 26.9 22.1 30.1

Some postsecondary 22.2 2.7 32.3 16.5 26.4

Bachelor's or higher 16.2 2.4 49.0 15.1 17.3

Dependency status in 1989–90

Dependent 20.8 1.7 38.9 17.1 21.4

Independent 11.7 3.1 22.9 16.5 45.7

Income and dependency status in 1989–90

Dependent

Less than $20,000 20.8 3.5 33.7 15.0 26.9

$20,000–39,999 19.1 1.8 37.9 17.3 23.8

$40,000–59,999 26.7 0.8 37.3 19.6 15.6

$60,000 or more 14.4 0 53.3 15.7 16.6

Independent

Less than $10,000 13.0 4.2 34.0 13.0 35.9

$10,000–19,999 14.1 0 13.7 20.9 51.3

$20,000 or more 8.7 4.1 18.1 17.1 51.9

—Too few cases for a reliable estimate.

Without return as of spring 1994. 1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
91

Table 10.3a—Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year public

institutions according to persistence and attainment during the first spell of continuous

enrollment, by persistence risk factors when began first spell

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

4-year public institution

Total 36.5 7.1 30.5 11.7 14.1

Number of risk factors when began first spell2

None 42.2 8.0 29.9 10.3 9.6

One 33.9 6.0 33.2 14.3 12.6

Two 13.9 3.7 35.6 16.0 30.8

Three or more 16.2 6.0 21.8 10.9 45.1

High school diploma or equivalency status

High school diploma 37.0 7.1 30.5 11.7 13.7

GED or high school equivalent — — — — — 

3

Delayed postsecondary enrollment

Did not delay 39.4 7.3 31.0 11.4 10.8

Delayed 16.0 5.6 27.0 14.1 37.3

Attendance status when began first spell

Full time 39.9 7.6 29.2 11.9 11.4

Part time 12.7 2.7 37.7 12.8 34.2

Dependency status when began first spell

Dependent 39.6 7.3 31.1 11.1 10.9

Independent 22.4 6.4 29.2 14.5 27.5

Number of children when began first spell

None 37.1 7.1 31.3 11.9 12.7

One or more 18.3 7.6 7.0 9.3 57.8

Single parent status when began first spell

Not a single parent 37.1 6.9 31.1 11.8 13.0

Single parent — — — — — 

Worked full time while enrolled when began

 first spell

Did not work full time 38.1 7.9 30.2 11.5 12.3

Worked full time 30.9 4.8 31.2 13.2 19.8

—Too few cases for a reliable estimate.

Without return as of spring 1994. 1

Risk factors include delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

2

time attendance, and working full time while enrolled.

Passed tests of General Educational Development or high school equivalent, also includes a small number of cases with no high school diploma.

3

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
92

Table 10.3b—Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

private, not-for-profit institutions according to persistence and attainment during the first spell

of continuous enrollment, by persistence risk factors when began first spell

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

4-year private, not-for-profit institution

Total 49.8 1.2 31.4 8.6 9.0

Number of risk factors when began first spell2

None 54.3 1.1 30.4 7.9 6.3

One 49.1 1.0 33.5 8.6 7.7

Two 29.9 1.9 40.8 10.6 16.9

Three or more 17.5 2.0 28.2 15.2 37.1

High school diploma or equivalency status

High school diploma 50.2 1.2 31.4 8.5 8.7

GED or high school equivalent 28.6 0 33.3 14.1 24.1 3

Delayed postsecondary enrollment

Did not delay 52.8 1.2 31.6 8.0 6.4

Delayed 23.5 1.2 29.6 14.2 31.5

Attendance status when began first spell

Full time 53.6 1.3 30.2 7.8 7.2

Part time 16.5 0 36.9 13.6 33.0

Dependency status when began first spell

Dependent 53.3 1.1 30.8 8.5 6.3

Independent 29.0 1.5 34.4 10.1 25.0

Number of children when began first spell

None 51.1 1.1 31.5 8.6 7.7

One or more 17.9 1.8 24.6 7.3 48.4

Single parent status when began first spell

Not a single parent 50.8 1.1 31.4 8.6 8.1

Single parent — — — — — 

Worked full time while enrolled when began

 first spell

Did not work full time 51.1 1.0 31.5 7.8 8.5

Worked full time 45.2 1.8 31.9 10.9 10.3

—Too few cases for a reliable estimate.

Without return as of spring 1994. 1

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

2

time attendance, and working full time while enrolled.

Passed tests of General Educational Development or high school equivalent, also includes a small number of cases with no high school diploma.

3

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
93

Table 10.3c—Percentage distribution of 1989–90 beginning postsecondary students who began in 2-year

public institutions according to persistence and attainment during the first spell of continuous

enrollment, by persistence risk factors when began first spell

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

2-year public institution

Total 17.7 2.2 33.4 16.9 29.8

Number of risk factors when began first spell2

None 28.8 2.4 39.7 11.1 18.1

One 18.1 0 43.3 15.4 23.2

Two 14.7 1.2 33.3 22.4 28.4

Three or more 10.2 3.7 22.9 20.3 43.0

High school diploma or equivalency status

High school diploma 18.4 2.2 34.2 16.7 28.6

GED or high school equivalent 9.2 2.1 24.0 20.0 44.8 3

Delayed postsecondary enrollment

Did not delay 21.9 1.2 40.8 16.0 20.2

Delayed 12.3 3.5 24.0 18.1 42.2

Attendance status when began first spell

Full time 23.8 1.3 37.8 14.4 22.7

Part time 8.9 4.2 30.9 22.1 33.9

Dependency status when began first spell

Dependent 24.5 1.7 40.1 14.1 19.6

Independent 11.4 2.7 27.7 19.9 38.3

Number of children when began first spell

None 18.9 2.3 36.8 16.5 25.5

One or more 11.6 2.0 21.9 18.8 45.7

Single parent status when began first spell

Not a single parent 18.5 2.3 33.4 17.3 28.5

Single parent 6.6 3.4 32.2 16.0 41.8

Worked full time while enrolled when began

 first spell

Did not work full time 21.3 1.8 38.7 13.4 24.7

Worked full time 11.7 2.8 24.1 22.3 39.1

Without return as of spring 1994. 1

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

2

time attendance, and working full time while enrolled.

Passed tests of General Educational Development or high school equivalent, also includes a small number of cases with no high school diploma.

3

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
94

Table 10.4a—Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

public institutions according to persistence and attainment during the first spell of continuous

enrollment, by social, academic, and work experiences and measures of satisfaction during the

1989–90 academic year

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

4-year public institution

Total 36.5 7.1 30.5 11.7 14.1

Index of social integration in 1989–90

Low 11.8 3.7 40.3 10.9 33.3

Moderate 34.8 7.4 31.4 11.8 14.7

High 41.5 7.5 29.2 11.3 10.5

Index of academic integration in 1989–90

Low 18.1 3.1 39.0 13.4 26.5

Moderate 32.8 7.5 30.4 11.7 17.6

High 39.6 6.8 30.8 11.5 11.2

Local residence in 1989–90

Campus housing 44.5 7.2 30.8 9.0 8.5

Off-campus 27.8 3.9 28.0 14.1 26.2

With parents 25.1 8.4 31.3 15.9 19.2

Educational aspirations in 1989–90

Trade school — — — — — 

2-year degree 18.3 0 38.6 4.9 38.3

Bachelor's degree 29.6 9.3 33.2 13.2 14.7

Advanced degree 42.1 6.1 28.7 11.2 11.8

Satisfaction with first institution in 1989–90

Low — — — — — 

Moderate 27.2 8.8 35.9 14.8 13.4

High 41.2 7.4 27.5 10.9 12.9

Average hours worked while enrolled in

 1989–90

Less than 5 hours 39.3 8.1 28.3 10.7 13.6

5–15 hours 39.1 5.8 33.7 13.5 8.0

16–25 hours 38.6 7.8 31.8 9.9 11.9

26–34 hours 34.1 10.4 25.3 15.4 14.8

More than 34 hours 31.9 4.5 32.4 11.2 20.0

Grade point average in 1989–90

Less than C's 16.5 5.1 43.3 15.2 19.8

Mostly C's 28.7 8.9 31.9 16.1 14.3

B's and C's 42.5 9.3 29.0 10.1 9.0

Mostly B's 46.5 6.4 25.6 10.2 11.4

A's and B's 50.3 9.1 24.9 6.6 9.1

Mostly A's 52.0 8.0 20.3 5.1 14.6

Number of types of remedial instruction received

 in 1989–90

None 38.1 6.8 30.3 11.3 13.5

One 28.1 7.4 31.5 17.5 15.3

Two or more 29.2 10.5 31.9 8.8 19.6

—Too few cases for a reliable estimate.

Without return as of spring 1994. 1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
95

Table 10.4b—Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

private, not-for-profit institutions according to persistence and attainment during the first

spell of continuous enrollment, by social, academic, and work experiences and measures of

satisfaction during the 1989–90 academic year

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

4-year private, not-for-profit institution

Total 49.8 1.2 31.4 8.6 9.0

Index of social integration in 1989–90

Low 15.1 0 35.5 12.9 36.5

Moderate 42.8 1.8 34.1 9.5 11.8

High 54.8 1.1 30.9 7.7 5.4

Index of academic integration in 1989–90

Low 19.7 0 48.5 4.7 27.1

Moderate 39.8 1.2 34.8 10.8 13.4

High 52.3 1.2 30.6 8.5 7.4

Local residence in 1989–90

Campus housing 54.8 0.8 30.4 7.8 6.1

Off-campus 26.7 1.5 30.5 8.3 33.1

With parents 37.0 2.7 36.7 12.9 10.7

Educational aspirations in 1989–90

Trade school — — — — — 

2-year degree 19.9 0 34.6 6.3 39.2

Bachelor's degree 40.2 1.2 39.4 6.9 12.3

Advanced degree 55.1 1.2 28.1 9.3 6.3

Satisfaction with first institution in 1989–90

Low 18.3 0 69.3 2.7 9.8

Moderate 41.7 2.0 41.4 6.8 8.1

High 55.4 1.0 25.8 9.0 8.8

Average hours worked while enrolled in

 1989–90

Less than 5 hours 52.2 0.8 28.8 9.1 9.1

5–15 hours 56.2 0.7 29.0 7.5 6.6

16–25 hours 47.8 1.3 34.7 9.4 6.8

26–34 hours 45.5 2.1 36.4 3.7 12.3

More than 34 hours 45.1 1.5 31.6 10.4 11.5

Grade point average in 1989–90

Less than C's 27.1 0 52.8 5.8 14.3

Mostly C's 39.8 1.0 41.7 9.2 8.3

B's and C's 46.0 2.7 33.3 10.0 8.1

Mostly B's 56.1 1.4 28.7 6.9 6.8

A's and B's 60.1 1.0 20.6 10.2 8.1

Mostly A's 66.1 0 16.0 13.9 4.1

Number of types of remedial instruction received

 in 1989–90

None 51.0 1.1 30.0 8.7 9.2

One 38.4 2.2 44.7 5.9 8.7

Two or more 42.7 0 42.1 11.8 3.5

—Too few cases for a reliable estimate.

Without return as of spring 1994. 1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
96

Table 10.4c—Percentage distribution of 1989–90 beginning postsecondary students who began in 2-year

public institutions according to persistence and attainment during the first spell of continuous

enrollment, by social, academic, and work experiences and measures of satisfaction during the

1989–90 academic year

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

2-year public institution

Total 17.7 2.2 33.4 16.9 29.8

Index of social integration in 1989–90

Low 12.9 2.7 17.2 19.6 47.7

Moderate 15.3 2.9 37.8 18.0 26.1

High 27.5 0 38.4 11.6 22.5

Index of academic integration in 1989–90

Low 8.1 1.1 23.9 28.5 38.5

Moderate 16.4 2.4 29.9 15.7 35.7

High 21.2 2.6 37.5 16.5 22.3

Local residence in 1989–90

Campus housing — — — — — 

Off-campus 13.7 2.4 28.1 15.4 40.4

With parents 19.8 2.1 36.2 18.5 23.4

Educational aspirations in 1989–90

Trade school 17.5 0 15.5 13.0 54.0

2-year degree 14.1 3.1 20.9 22.9 39.0

Bachelor's degree 17.1 1.5 38.4 16.1 27.0

Advanced degree 20.8 2.4 43.9 13.4 19.6

Satisfaction with first institution in 1989–90

Low — — — — — 

Moderate 14.6 0 51.5 18.2 15.8

High 18.4 2.9 32.3 17.8 28.7

Average hours worked while enrolled in

 1989–90

Less than 5 hours 19.4 0.7 37.0 12.8 30.2

5–15 hours 28.8 4.0 40.1 13.4 13.6

16–25 hours 21.3 0.6 41.5 11.7 25.0

26–34 hours 21.0 3.5 36.5 14.8 24.2

More than 34 hours 11.5 2.8 25.1 23.0 37.5

Grade point average in 1989–90

Less than C's 9.7 5.1 38.7 17.4 29.1

Mostly C's 15.2 0 33.5 25.5 25.8

B's and C's 20.9 2.5 38.1 13.1 25.4

Mostly B's 21.9 0 35.8 12.2 30.1

A's and B's 27.2 2.0 27.1 15.0 28.8

Mostly A's 23.6 3.3 24.0 17.5 31.6

Number of types of remedial instruction received

 in 1989–90

None 17.9 2.2 33.2 16.9 29.8

One 27.6 0 32.8 17.3 22.4

Two or more 4.0 4.4 35.8 16.5 39.3

—Too few cases for a reliable estimate.

Without return as of spring 1994. 1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
97

Table 10.5a—Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year public

institutions according to persistence and attainment during the first spell of continuous

enrollment, by education financing during the 1989–90 academic year

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

4-year public institution

Total 36.5 7.1 30.5 11.7 14.1

Total costs in 1989–90

Less than $4,000 30.5 8.0 34.3 10.4 16.8

$4,000–7,999 39.3 6.9 28.7 13.3 11.8

$8,000–11,999 39.1 5.4 31.8 7.9 15.7

$12,000 or more 39.1 7.3 23.4 13.6 16.5

Total aid amount in 1989–90

None 33.1 7.4 34.1 12.1 13.3

Less than $2,000 40.3 4.9 24.3 12.4 18.0

$2,000–4,999 38.4 7.8 28.0 10.1 15.7

$5,000–6,999 46.7 8.6 26.5 11.3 6.9

$7,000 or more 37.2 3.0 32.8 16.7 10.2

Total federal aid amount in 1989–90

None 37.5 6.7 31.8 11.6 12.3

Less than $2,000 32.5 8.7 26.8 10.8 21.3

$2,000–4,999 35.1 8.1 27.8 12.9 16.1

$5,000–6,999 42.9 0 34.5 12.9 9.7

$7,000 or more — — — — — 

Total loan amount in 1989–90

None 36.2 7.5 30.7 11.6 14.0

Less than $1,000 39.9 3.9 33.2 8.9 14.1

$1,000–1,999 35.8 6.1 25.1 14.7 18.3

$2,000–2,999 37.4 7.5 31.8 10.3 13.0

$3,000 or more 40.9 0 32.2 21.3 5.7

Total grant amount in 1989–90

None 35.1 6.6 33.5 12.0 12.8

Less than $1,000 36.4 4.2 24.7 11.3 23.4

$1,000–1,999 41.0 7.3 23.9 13.6 14.2

$2,000–2,999 32.1 12.0 31.0 7.4 17.4

$3,000 or more 44.3 8.8 25.1 11.4 10.3

Aid package at first institution in 1989–90

No aid 33.1 7.4 34.1 12.1 13.3

Grants, no loans 43.6 8.8 22.5 10.6 14.5

Grants and loans 35.4 7.2 28.4 12.1 16.8

Loans, no grants 46.8 1.9 30.5 12.5 8.3

Other aid 40.3 3.7 28.6 11.2 16.2

—Too few cases for a reliable estimate.

Without return as of spring 1994. 1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
98

Table 10.5b—Percentage distribution of 1989–90 beginning postsecondary students who began in 4-year

private, not-for-profit institutions according to persistence and attainment during the first spell

of continuous enrollment, by education financing during the 1989–90 academic year

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

4-year private, not-for-profit institution

Total 49.8 1.2 31.4 8.6 9.0

Total costs in 1989–90

Less than $4,000 13.4 0.8 42.2 13.5 30.2

$4,000–7,999 32.1 1.5 43.7 9.3 13.4

$8,000–11,999 48.5 1.9 33.3 8.0 8.3

$12,000 or more 60.0 0.7 25.5 8.1 5.8

Total aid amount in 1989–90

None 46.9 0.8 32.7 10.0 9.6

Less than $2,000 43.6 2.5 28.3 12.1 13.5

$2,000–4,999 48.0 1.4 36.2 5.9 8.5

$5,000–6,999 46.6 1.8 34.8 7.8 9.0

$7,000 or more 57.2 0.7 26.8 8.3 7.1

Total federal aid amount in 1989–90

None 51.9 1.2 28.5 9.8 8.6

Less than $2,000 43.3 0.6 40.8 5.5 9.8

$2,000–4,999 48.1 1.5 32.7 7.9 9.8

$5,000–6,999 45.5 0.4 38.8 7.0 8.2

$7,000 or more 59.2 0 24.5 9.3 7.0

Total loan amount in 1989–90

None 50.9 1.2 29.2 9.4 9.3

Less than $1,000 38.0 5.2 34.6 13.7 8.4

$1,000–1,999 41.3 2.0 39.2 7.2 10.3

$2,000–2,999 52.3 0.3 33.8 6.4 7.2

$3,000 or more 48.6 0.8 33.1 7.9 9.6

Total grant amount in 1989–90

None 46.8 0.6 33.6 9.8 9.2

Less than $1,000 36.5 5.7 32.0 11.2 14.6

$1,000–1,999 46.6 1.0 36.3 6.5 9.6

$2,000–2,999 46.5 1.5 35.6 8.1 8.3

$3,000 or more 56.3 0.8 27.1 7.9 7.9

Aid package at first institution in 1989–90

No aid 46.9 0.8 32.7 10.0 9.6

Grants, no loans 56.4 1.6 24.7 8.8 8.5

Grants and loans 50.1 1.3 32.2 7.5 8.9

Loans, no grants 45.6 0 38.3 9.4 6.8

Other aid 40.5 1.6 34.3 10.0 13.6

Without return as of spring 1994. 1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
99

Table 10.5c—Percentage distribution of 1989–90 beginning postsecondary students who began in 2-year

public institutions according to persistence and attainment during the first spell of continuous

enrollment, by education financing during the 1989–90 academic year

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

2-year public institution

Total 17.7 2.2 33.4 16.9 29.8

Total costs in 1989–90

Less than $4,000 15.3 1.7 32.7 17.7 32.6

$4,000–7,999 22.4 3.3 34.9 17.7 21.7

$8,000–11,999 16.6 3.7 33.2 13.7 32.8

$12,000 or more 22.0 0 39.6 7.5 30.9

Total aid amount in 1989–90

None 15.8 2.0 34.5 18.1 29.5

Less than $2,000 21.9 3.3 29.3 13.6 31.9

$2,000–4,999 22.4 1.2 32.7 13.4 30.3

$5,000–6,999 — — — — — 

$7,000 or more — — — — — 

Total federal aid amount in 1989–90

None 16.9 2.2 34.2 17.4 29.3

Less than $2,000 20.0 3.0 26.6 14.3 36.0

$2,000–4,999 24.0 0 36.2 15.3 24.6

$5,000–6,999 — — — — — 

$7,000 or more — — — — — 

Total loan amount in 1989–90

None 17.6 2.3 33.3 17.0 29.8

Less than $1,000 — — — — — 

$1,000–1,999 — — — — — 

$2,000–2,999 — — — — — 

$3,000 or more — — — — — 

Total grant amount in 1989–90

None 15.7 2.0 34.5 18.4 29.3

Less than $1,000 21.8 3.5 31.4 13.1 30.3

$1,000–1,999 24.5 2.9 25.5 12.1 35.0

$2,000–2,999 29.4 2.2 35.8 10.7 21.8

$3,000 or more — — — — — 

Aid package at first institution in 1989–90

No aid 15.8 2.0 34.5 18.1 29.5

Grants, no loans 28.2 1.9 28.7 11.4 29.8

Grants and loans 23.4 0 29.0 14.7 32.9

Loans, no grants — — — — — 

Other aid 7.7 7.5 29.5 23.8 31.5

—Too few cases for a reliable estimate.

Without return as of spring 1994. 1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
Section 11

Persistence and Attainment During the Longest Spell

of Continuous Enrollment – Total
101

Table 11.1—Percentage distribution of 1989–90 beginning postsecondary students according to persistence and

attainment during the longest spell of continuous enrollment, by institution attended, intensity

of enrollment, degree working toward, and type of degree attained

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

Total 36.8 7.3 17.4 11.9 26.6

Intensity of enrollment during longest spell

Exclusively part time 8.0 5.3 16.2 22.0 48.6

Mixed 43.9 15.0 15.8 8.3 17.0

Exclusively full time 43.7 6.0 19.3 10.6 20.4

Level and control of longest institution

4-year

Public 42.9 14.2 16.1 10.3 16.5

Private, not-for-profit 57.5 4.7 17.4 8.8 11.6

Private, for-profit — — — — — 

2-year

Public 19.7 5.4 21.3 17.3 36.3

Private, not-for-profit 39.0 1.3 31.4 9.3 19.0

Private, for-profit 45.5 1.0 7.4 5.1 41.0

Less-than-2-year

Public 49.3 0.6 4.4 6.7 39.0

Private, not-for-profit 47.6 3.7 21.5 0 27.2

Private, for-profit 58.0 0.2 6.2 1.1 34.5

Level of longest institution

4-year 47.1 11.4 16.5 9.8 15.2

2-year 22.4 4.9 20.5 16.0 36.1

Less-than-2-year 55.8 0.4 6.2 2.3 35.3

Control of longest institution

Public 30.2 9.0 18.7 14.1 28.1

Private, not-for-profit 55.5 4.3 18.8 8.7 12.6

Private, for-profit 52.9 0.8 6.8 2.5 37.0

Degree working toward when began longest spell

None 10.4 1.8 12.4 21.8 53.6

Certificate 44.8 2.2 8.1 7.6 37.4

Associate's degree 25.5 5.1 20.3 15.0 34.0

Bachelor's degree 43.9 10.9 19.8 11.4 14.0

First type of degree attained

None † 12.2 21.2 16.2 50.3

Certificate 61.1 3.9 21.4 7.3 6.4

Associate's degree 73.5 3.8 11.3 9.2 2.3

Bachelor's degree 81.0 0.9 10.3 6.9 0.9

Highest degree attained

None † 12.2 21.2 16.2 50.3

Certificate 62.0 3.8 20.4 7.6 6.3

Associate's degree 68.1 4.1 14.8 10.1 2.9

Bachelor's degree 81.9 1.1 9.6 6.5 0.9

—Too few cases for a reliable estimate.

†Not applicable.

Without return as of spring 1994. 1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
102

Table 11.2—Percentage distribution of 1989–90 beginning postsecondary students according to persistence and

attainment during the longest spell of continuous enrollment, by demographic characteristics

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

Total 36.8 7.3 17.4 11.9 26.6

Gender

Male 32.0 8.0 19.7 13.9 26.5

Female 40.9 6.8 15.4 10.2 26.7

Age when began longest spell

18 years or younger 44.9 4.4 20.9 12.2 17.6

19 years 34.6 6.6 19.2 13.7 25.9

20–29 years 27.2 15.0 12.2 10.7 34.9

30 years or older 24.4 3.2 10.7 10.7 51.0

Socioeconomic status

Lowest quartile 29.5 6.0 9.5 10.6 44.5

Middle quartiles 32.8 7.5 17.5 13.7 28.5

Highest quartile 44.0 7.7 20.2 10.4 17.7

Race–ethnicity of student

American Indian/Alaskan Native 41.8 11.0 8.9 11.2 27.2

Asian/Pacific Islander 45.1 9.3 19.3 12.3 14.0

Black, non-Hispanic 27.9 7.2 18.7 12.5 33.7

Hispanic 30.9 8.1 21.8 13.9 25.4

White, non-Hispanic 38.0 7.1 16.8 11.6 26.5

Marital status when began longest spell

Not married 39.2 7.8 18.9 11.9 22.2

Married 26.0 4.6 7.3 14.0 48.1

Separated 26.1 0.8 12.9 5.8 54.4

Parental education

Less than high school diploma 31.7 6.8 8.9 9.6 43.0

High school diploma 32.7 4.6 17.2 14.5 31.0

Some postsecondary 38.3 8.4 16.7 11.8 24.8

Bachelor's or higher 42.6 9.9 21.6 11.1 14.7

Dependency status in 1989–90

Dependent 41.0 8.0 19.2 11.7 20.0

Independent 24.7 5.3 12.3 12.4 45.3

Income and dependency status in 1989–90

Dependent

Less than $20,000 36.8 7.4 17.7 10.4 27.7

$20,000–39,999 37.3 7.6 19.3 13.1 22.6

$40,000–59,999 43.5 7.8 19.7 12.8 16.4

$60,000 or more 47.7 9.7 19.9 9.6 13.0

Independent

Less than $10,000 26.2 7.6 15.1 9.8 41.3

$10,000–19,999 28.9 2.6 10.0 15.7 42.8

$20,000 or more 19.1 4.6 10.4 13.1 52.8

Without return as of spring 1994. 1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
103

Table 11.3—Percentage distribution of 1989–90 beginning postsecondary students according to persistence and

attainment during the longest spell of continuous enrollment, by persistence risk factors when

they began longest spell

Left

Attained Still Spell Spell without

degree enrolled ended ended return1

at end in with a with a at end

of spell spring 1994 transfer stopout of spell

Total 36.8 7.3 17.4 11.9 26.6

Number of risk factors when began longest

 spell2

None 49.7 8.2 18.5 9.2 14.4

One 37.2 8.1 21.7 11.4 21.7

Two 25.1 7.3 16.7 13.6 37.4

Three or more 21.4 5.4 12.1 15.9 45.2

High school diploma or equivalency status

High school diploma 37.5 7.7 17.6 11.8 25.4

GED or high school equivalent 25.7 2.8 14.7 13.0 43.8 3

Delayed postsecondary enrollment

Did not delay 42.8 8.3 19.6 11.2 18.0

Delayed 24.2 5.4 12.8 13.4 44.2

Attendance status when began longest spell

Full time 47.5 5.3 17.9 10.5 18.8

Part time 14.6 5.5 18.2 21.1 40.6

Dependency status when began longest spell

Dependent 45.9 7.4 19.3 10.5 16.9

Independent 24.4 7.4 14.8 14.2 39.2

Number of children when began longest spell

None 39.2 7.6 18.8 11.8 22.7

One or more 26.3 4.2 10.4 13.1 46.1

Single parent status when began longest spell

Not a single parent 38.4 7.2 17.6 12.3 24.6

Single parent 26.8 4.5 13.2 10.7 44.8

Worked full time while enrolled when began

 longest spell

Did not work full time 42.3 7.2 18.3 10.3 21.9

Worked full time 26.2 6.6 15.0 15.8 36.3

Without return as of spring 1994. 1

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

2

time attendance, and working full time while enrolled.

Passed tests of General Educational Development or high school equivalent, also includes a small number of cases with no high school diploma.

3

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
Section 12

Persistence and Attainment During Last Spell

of Continuous Enrollment – Total
105

Table 12.1—Percentage distribution of 1989–90 beginning postsecondary students according to persistence and

attainment during the last spell of continuous enrollment, by institution attended, intensity of

enrollment, degree working toward, and type of degree attained

Left

Attained Still without

degree enrolled return1

at end in at end

of spell spring 1994 of spell

Total 37.7 19.0 43.3

Intensity of enrollment during last spell

Exclusively part time 11.2 17.9 70.8

Mixed 45.3 28.6 26.2

Exclusively full time 46.2 18.6 35.2

Level and control of last institution

4-year

Public, 4-year 42.7 29.6 27.7

Private, not-for-profit 61.6 16.4 22.0

Private, for-profit — — — 

2-year

Public 19.3 16.9 63.9

Private, not-for-profit 50.8 12.3 36.9

Private, for-profit 43.9 3.3 52.8

Less-than-2-year

Public 49.1 0.6 50.3

Private, not-for-profit 47.7 3.8 48.5

Private, for-profit 52.2 1.6 46.3

Level of last institution

4-year 47.7 26.0 26.3

2-year 22.1 15.6 62.2

Less-than-2-year 51.4 1.4 47.2

Control of last institution

Public 31.0 22.3 46.6

Private, not-for-profit 60.6 15.9 23.5

Private, for-profit 48.7 2.6 48.8

Degree working toward when began last spell

None 5.2 7.9 87.0

Certificate 43.4 8.1 48.5

Associate's degree 27.1 13.9 59.0

Bachelor's degree 46.9 26.3 26.8

First type of degree attained

None † 26.5 73.5

Certificate 68.8 8.7 22.4

Associate's degree 60.4 23.1 16.4

Bachelor's degree 87.8 6.4 5.8

Highest degree attained

None † 26.5 73.5

Certificate 69.6 8.7 21.8

Associate's degree 58.3 23.9 17.8

Bachelor's degree 85.9 7.4 6.7

—Too few cases for a reliable estimate.

†Not applicable.

Without return as of spring 1994. 1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
106

Table 12.2—Percentage distribution of 1989–90 beginning postsecondary students according to persistence and

attainment during the last spell of continuous enrollment, by demographic characteristics

Left

Attained Still without

degree enrolled return1

at end in at end

of spell spring 1994 of spell

Total 37.7 19.0 43.3

Gender

Male 34.5 20.9 44.6

Female 40.5 17.3 42.2

Age when began last spell

18 years or younger 62.3 7.3 30.4

19 years 42.2 10.2 47.6

20–29 years 24.7 30.2 45.1

30 years or older 23.8 8.8 67.4

Socioeconomic status

Lowest quartile 30.3 10.9 58.9

Middle quartiles 33.7 20.0 46.3

Highest quartile 45.1 20.8 34.2

Race–ethnicity of student

American Indian/Alaskan Native 31.9 37.9 30.2

Asian/Pacific Islander 43.0 28.2 28.8

Black, non-Hispanic 30.7 17.7 51.6

Hispanic 32.5 23.8 43.6

White, non-Hispanic 38.9 18.0 43.1

Marital status when began last spell

Not married 41.3 18.9 39.8

Married 24.5 15.8 59.7

Separated 39.1 0.8 60.1

Parental education

Less than high school diploma 33.6 10.6 55.8

High school diploma 35.0 15.7 49.2

Some postsecondary 37.6 20.1 42.3

Bachelor's or higher 43.3 25.5 31.3

Dependency status in 1989–90

Dependent 41.6 21.0 37.4

Independent 26.5 13.2 60.4

Income and dependency status in 1989–90

Dependent

Less than $20,000 36.9 19.7 43.5

$20,000–39,999 37.9 22.0 40.1

$40,000–59,999 44.0 19.7 36.3

$60,000 or more 48.9 22.5 28.6

Independent

Less than $10,000 30.4 14.6 55.0

$10,000–19,999 28.3 12.5 59.3

$20,000 or more 19.8 11.9 68.4

Without return as of spring 1994. 1

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
107

Table 12.3—Percentage distribution of 1989–90 beginning postsecondary students according to persistence and

attainment during the last spell of continuous enrollment, by persistence risk factors when they

began last spell

Left

Attained Still without

degree enrolled return1

at end in at end

of spell spring 1994 of spell

Total 37.7 19.0 43.3

Number of risk factors when began last

 spell2

None 56.5 18.8 24.8

One 38.7 23.6 37.6

Two 25.5 21.4 53.2

Three or more 21.4 14.2 64.4

High school diploma or equivalency status

High school diploma 38.3 19.9 41.8

GED or high school equivalent 28.6 6.2 65.2 3

Delayed postsecondary enrollment

Did not delay 43.7 21.8 34.5

Delayed 25.3 13.1 61.5

Attendance status when began last spell

Full time 57.5 11.5 31.0

Part time 17.8 16.0 66.2

Dependency status when began last spell

Dependent 52.2 16.8 31.0

Independent 24.2 21.0 54.8

Number of children when began last spell

None 40.8 20.2 39.0

One or more 26.7 12.4 61.0

Single parent status when began last spell

Not a single parent 40.1 18.7 41.2

Single parent 26.4 13.4 60.2

Worked full time while enrolled when began

 last spell

Did not work full time 46.1 18.9 35.0

Worked full time 25.4 16.7 57.9

Without return as of spring 1994. 1

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

2

time attendance, and working full time while enrolled.

Passed tests of General Educational Development or high school equivalent, also includes a small number of cases with no high school diploma.

3

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
Section 13

Annual Persistence and Attainment of Bachelor Degree Seekers

at 4-year Institutions
109

Table 13.1—Percentage distribution of annual persistence and attainment outcomes among 1989–90 beginning postsecondary bachelor's degree seekers in 4-year institutions: 1989–90

Downward Left

Attained Attained Attained or delayed without

certificate AA BA Persisted transfer Stopout return

in in in into in in in

1989–90 1989–90 1989–1990 1990–91 1989–90 1989–90 1989–90

Bachelor's degree seekers at 4-year institutions: 1989–90

Total 0.1 0 0 83.7 8.2 4.0 4.0

Gender

Male 0.2 0 0 82.9 8.8 4.1 4.1

Female 0 0 0 84.5 7.6 3.9 4.0

Age when began at first institution

18 years or younger 0.1 0 0 85.6 8.0 3.8 2.5

19 years 0.3 0 0 74.6 9.3 5.2 10.7

20–29 years 0 0 0 66.5 9.1 6.6 17.8

30 years or older 0 0 0 67.3 10.1 1.6 21.0

Intensity of enrollment in 1989–90

Exclusively part time 0 0 0 47.7 26.0 7.4 18.9

Mixed 0 0 0 91.3 3.7 3.4 1.6

Exclusively full time 0.1 0 0 85.8 7.6 3.7 2.8

Financial aid receipt in 1989–90

Did not receive aid 0.1 0 0 82.4 9.6 4.2 3.6

Received aid 0.1 0 0 84.7 7.1 3.8 4.3

Race–ethnicity of student

American Indian/Alaskan Native — — — — — — — 

Asian/Pacific Islander 0 0 0 93.8 1.4 2.7 2.1

Black, non-Hispanic 0 0 0 79.1 7.9 5.9 7.1

Hispanic 0 0 0 88.4 5.4 2.9 3.3

White, non-Hispanic 0.1 0 0 83.3 8.7 4.0 3.9

Control of first institution

Public 0.1 0 0 82.3 8.6 4.3 4.7

Private, not-for-profit 0.1 0 0 86.7 7.2 3.3 2.7

Private, for-profit — — — — — — — 

—Too few cases for a reliable estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second Follow-up (BPS:90/94), Data Analysis S
110

Table 13.2—Percentage distribution of annual persistence and attainment outcomes among persisting bachelor's degree seekers in 4-year institutions:

1990–91

Downward Left

Attained Attained or delayed without

Attained AA BA Persisted transfer Stopout return

certificate in in into in in in

in 1990–91 1990–91 1990–91 1991–92 1990–91 1990–91 1990–91

Bachelor's degree seekers at 4-year institutions: 1990–91

Total 0.2 0.2 0 90.6 1.5 5.1 2.5

Gender

Male 0.2 0.2 0 89.7 1.6 6.3 2.1

Female 0.1 0.2 0 91.3 1.4 4.1 2.9

Age when began at first institution

18 years or younger 0.1 0.1 0 92.0 1.5 4.7 1.6

19 years 0 0.9 0 83.4 1.3 8.7 5.7

20–29 years 1.1 0 0 74.2 1.4 8.9 14.3

30 years or older 0 2.4 0 70.4 2.7 1.3 23.1

Intensity of enrollment in 1990–91

Exclusively part time 0.9 0 0 65.9 5.3 11.4 16.5

Mixed 0 0.3 0 92.1 0.6 6.1 1.0

Exclusively full time 0.1 0.1 0 91.9 1.5 4.6 1.8

Financial aid receipt in 1990–91

Did not receive aid 0.1 0 0 90.0 1.3 5.9 2.8

Received aid 0.3 0.3 0 91.2 1.8 4.2 2.3

Race–ethnicity of student

American Indian/Alaskan Native — — — — — — — 

Asian/Pacific Islander 0 0 0 94.6 0 4.1 1.3

Black, non-Hispanic 0 0.4 0 90.4 0.5 5.0 3.7

Hispanic 0 0 0 85.9 4.1 5.1 5.0

White, non-Hispanic 0.2 0.2 0 90.6 1.5 5.1 2.4

Control of 1990–91 institution

Public 0.1 0.1 0 89.2 1.6 6.0 3.0

Private, not-for-profit 0.2 0.3 0 93.8 1.3 2.9 1.5

Private, for-profit — — — — — — — 

—Too few cases for a reliable estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second Follow-up (BPS:90/94), Data Analysis S
111

Table 13.3—Percentage distribution of annual persistence and attainment outcomes among persisting bachelor's degree seekers in 4-year institutions:

1991–92

Downward Left

Attained Attained or delayed without

Attained AA BA Persisted transfer Stopout return

certificate in in into in in in

in 1991–92 1991–92 1991–92 1992–93 1991–92 1991–92 1991–92

Bachelor's degree seekers at 4-year institutions: 1991–92

Total 0.2 0.3 4.5 79.5 6.3 4.8 4.4

Gender

Male 0.2 0.1 4.2 79.1 5.8 5.8 4.8

Female 0.2 0.5 4.8 79.8 6.8 3.9 4.1

Age when began in 1989–90

18 years or younger 0.2 0.3 3.9 80.4 6.4 4.8 4.0

19 years 0.8 0 10.2 69.1 7.6 5.8 6.5

20–29 years 0 0 10.7 77.2 2.9 1.8 7.4

30 years or older — — — — — — — 

Intensity of enrollment in 1991–92

Exclusively part time 0 0 3.3 36.9 31.4 12.1 16.3

Mixed 0.4 0.9 6.1 80.5 4.4 3.5 4.2

Exclusively full time 0.2 0.2 4.3 81.8 5.2 4.6 3.7

Financial aid receipt in 1991–92

Did not receive aid 0.3 0.3 4.8 78.3 6.6 5.1 4.6

Received aid 0.1 0.3 4.2 80.8 6.0 4.5 4.2

Race–ethnicity of student

American Indian/Alaskan Native — — — — — — — 

Asian/Pacific Islander 1.1 0 2.5 76.8 8.3 7.6 3.8

Black, non-Hispanic 0 0 3.6 73.2 11.8 5.5 5.8

Hispanic 0 0 5.2 73.7 10.9 7.0 3.2

White, non-Hispanic 0.2 0.4 4.7 80.6 5.3 4.4 4.4

Control of 1991–92 institution

Public 0.2 0.4 4.2 77.8 7.3 4.9 5.2

Private, not-for-profit 0.1 0.1 5.0 83.4 4.1 4.7 2.7

Private, for-profit — — — — — — — 

—Too few cases for a reliable estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second Follow-up (BPS:90/94), Data Analysis S
112

Table 13.4—Percentage distribution of annual persistence and attainment outcomes among persisting bachelor's degree seekers in 4-year institutions:

1992–93

Downward Left

Attained Attained or delayed without

Attained AA BA Persisted transfer Stopout return

certificate in in into in in in

in 1992–93 1992–93 1992–93 1993–94 1992–93 1992–93 1992–93

Bachelor's degree seekers at 4-year institutions: 1992–93

Total 0.3 0.6 40.4 50.7 2.6 2.3 3.0

Gender

Male 0.4 0.6 34.4 55.0 3.3 2.4 3.9

Female 0.2 0.6 45.5 46.9 2.1 2.3 2.3

Age when began at first institution

18 years or younger 0.3 0.5 41.5 50.3 2.4 2.0 3.0

19 years 0 0 31.5 56.9 4.4 4.3 2.8

20–29 years 4.2 5.3 27.6 49.9 0 8.4 4.5

30 years or older — — — — — — — 

Intensity of enrollment in 1992–93

Exclusively part time 0 3.3 11.2 42.5 17.4 6.5 19.2

Mixed 0.3 0 26.2 69.5 0.5 2.4 1.1

Exclusively full time 0.3 0.6 43.9 47.8 2.4 2.2 2.8

Financial aid receipt in 1992–93

Did not receive aid 0.2 1.2 37.3 52.0 3.3 2.5 3.5

Received aid 0.5 0 43.3 49.5 2.0 2.2 2.5

Race–ethnicity of student

American Indian/Alaskan Native — — — — — — — 

Asian/Pacific Islander 0 0 47.4 44.4 1.4 5.1 1.6

Black, non-Hispanic 0.6 0 24.2 63.7 4.3 5.7 1.4

Hispanic 0 0 25.6 66.2 5.0 0.9 2.3

White, non-Hispanic 0.3 0.7 41.8 49.4 2.5 2.0 3.3

Control of 1992–93 institution

Public 0.1 0.8 27.5 63.2 2.7 2.7 3.0

Private, not-for-profit 0.5 0.2 65.5 25.7 0.5 1.9 2.7

Private, for-profit — — — — — — — 

—Too few cases for a reliable estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second Follow-up (BPS:90/94), Data Analysis S
113

Table 13.5—Percentage distribution of annual persistence and attainment outcomes among persisting bachelor's degree seekers in 4-year institutions:

1993–94

Left

Attained Attained Attained Still Downward without

certificate AA BA enrolled transfer return

in in in in spring in in

1993–94 1993–94 1993–94 1994 1993–94 1993–94

Bachelor's degree seekers at 4-year institutions: 1993–94

Total 0.1 0.3 66.9 26.3 1.0 5.4

Gender

Male 0 0 63.7 30.6 1.3 4.3

Female 0.3 0.5 70.1 21.9 0.6 6.6

Age when began at first institution

18 years or younger 0.1 0.2 68.1 25.0 0.8 5.8

19 years 0 0 59.5 36.9 3.7 0

20–29 years — — — — — — 

30 years or older — — — — — — 

Intensity of enrollment in 1993–94

Exclusively part time 0 1.0 62.3 24.8 0 11.9

Mixed 0 0 62.4 31.0 1.5 5.1

Exclusively full time 0.2 0.2 68.7 25.1 1.0 4.7

Financial aid receipt in 1993–94

Did not receive aid 0 0.3 65.1 26.9 1.1 6.7

Received aid 0.3 0.2 68.8 25.7 0.9 4.1

Race–ethnicity of student

American Indian/Alaskan Native — — — — — — 

Asian/Pacific Islander 0 0 67.5 22.8 0 9.8

Black, non-Hispanic 0 0 57.6 30.4 5.0 7.0

Hispanic 0 0 57.0 37.0 0 6.1

White, non-Hispanic 0.2 0.3 68.5 25.4 0.7 4.9

Control of 1993–94 institution

Public 0.2 0.2 65.3 27.9 1.2 5.3

Private, not-for-profit 0 0.5 74.1 19.1 0 6.3

Private, for-profit — — — — — — 

—Too few cases for a reliable estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second Follow-up (BPS:90/94), Data Analysis S
114

Table 13.6—Percentage distribution of persistence and attainment outcomes as of spring 1994 among

bachelor's degree seekers in 4-year institutions who left the persistence track

Enrolled

Attained at Not enrolled at 4-year

Bachelor's 4-year Attained Attained

degree institution associate's, certificate, No degree,

Bachelor's degree seekers at 4-year institutions who left the persistence track

Total 20.6 15.7 3.9 4.0 55.8

Gender

Male 20.4 17.1 3.6 2.9 55.9

Female 20.8 14.3 4.2 5.1 55.6

Age when began at first institution

18 years or younger 22.6 16.6 4.4 3.9 52.5

19 years 15.5 11.7 1.5 5.8 65.5

20–29 years 6.9 13.4 2.2 3.5 73.9

30 years or older 8.7 8.8 2.1 2.0 78.4

Financial aid receipt in 1989–90

Did not receive aid 19.0 16.8 5.6 4.0 54.7

Received aid 22.1 14.8 2.4 4.1 56.7

Attendance status when began at first

 institution

Full time 21.1 15.9 4.1 4.1 54.9

Part time 14.6 13.3 7.7 2.9 61.5

Grade point average in 1989–90

Less than C's 8.6 9.3 7.3 6.3 68.5

Mostly C's 14.1 20.0 0 4.0 61.8

B's and C's 24.3 19.9 5.3 1.9 48.6

Mostly B's 27.8 15.7 3.0 4.8 48.7

A's and B's 33.6 17.8 0 1.8 46.8

Mostly A's 40.7 13.2 0 0 46.0

Race–ethnicity of student

American Indian/Alaskan Native — — — — — 

Asian/Pacific Islander 30.0 28.3 0 0 41.7

Black, non-Hispanic 16.5 20.0 2.8 6.4 54.3

Hispanic 21.0 14.9 2.6 2.5 59.0

White, non-Hispanic 20.6 14.5 4.3 4.0 56.5

Control of first institution

Public 17.0 4.2 17.1 4.5 57.3

Private, not-for-profit 30.0 3.2 12.3 2.8 51.8

Private, for-profit — — — — — 

—Too few cases for a reliable estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
Part II

Supplemental Descriptive Summary

 Tables
Section 14

Student Characteristics
117

Section 14

Student Characteristics

Gender

54 percent of all beginning postsecondary students are female. (table 14.1)

Students from the lowest (63 percent) and middle socioeconomic quartiles (56 percent) were more

likely to be female than those from the highest quartiles (48 percent). (table 14.1)

Financially independent students were more likely to be female (61 percent) than were dependent

students (52 percent). (table 14.1)

Two-thirds (69 percent) of the students who began postsecondary education at age 30 or older were

female. (table 14.1)

Socioeconomic Status

About one quarter of black, non-Hispanic (25 percent) and Hispanic (26 percent) students came

from the lowest socioeconomic quartiles, compared to only 12 percent of white, non-Hispanic

students. (table 14.3)

White, non-Hispanic (44 percent) and Asian/Pacific Islander (41 percent) students were more

likely than black, non-Hispanic (17 percent), and Hispanic (20 percent) students to come from the

highest socioeconomic quartiles. (table 14.3)

Parental Education Levels

A negative relationship existed between age of entry into postsecondary education and parental

education levels. Specifically, students who entered at the age of 18 or younger were three times

more likely than their counterparts ages 20–29, (43 percent compared with 16 percent) and more

than six times as likely as those 30 and older (43 percent compared with 7 percent) to have one or

more parents who had attained a bachelor's degree. (table 14.6) In part, this reflects lower

levels of educational attainment of earlier generations.

Hispanic students (28 percent) were more likely to have parents who had not graduated from high

school than American Indian/Alaskan Native (3 percent), black, non-Hispanic (9 percent), and

white, non-Hispanic students (8 percent). Both Asian/ Pacific Islander (45 percent) and white,

non-Hispanic (35 percent) students were more likely than black, non-Hispanic (25 percent) and

Hispanic students (20 percent) to have one or more parents who had attained a bachelor's degree.

(table 14.6)
118

Risk Factors

A negative relationship existed between parental education and the likelihood of a student

delaying entry into postsecondary education. Students whose parents had not graduated from high

school were twice as likely (66 percent) as students whose parents had some postsecondary

education (24 percent), and four times as likely as students whose parents had attained a

bachelor's degree (16 percent) to delay enrollment. (table 14.8)

Students who entered postsecondary education at age 20 or older were more likely not to have

finished high school or to have obtained a GED (20–29—16 percent, 30 or older—22 percent) than

those who entered when they were less than 20 (18 years or younger—2 percent, 19 years—5 percent)

(table 14.8)

The likelihood of working full time while enrolled generally increased with age of entry into

postsecondary education. For instance, one-fifth (20 percent) of students who began at age 18 or

younger worked full time while enrolled in 1989–90, compared to about half (46 percent) of those

who started at age 20 or older. (table 14.8)

The overall proportion of students initially attending part time increased with age, with only 11

percent of those who began at age 18 or younger enrolled part time, while 62 percent of students

who began at age 30 or older had done so. (table 14.8)
119

Table 14.1—Percentage distribution of 1989–90 beginning postsecondary students according to gender, by

demographic characteristics

Male Female

Total 46.0 54.0

Age when began at first institution

18 years or younger 45.9 54.1

19 years 56.2 43.8

20–29 years 50.6 49.4

30 years or older 31.2 68.8

Socioeconomic status

Lowest quartile 37.2 62.8

Middle quartiles 43.9 56.1

Highest quartile 51.7 48.3

Race–ethnicity of student

American Indian/Alaskan Native 72.4 27.6

Asian/Pacific Islander 40.6 59.4

Black, non-Hispanic 37.3 62.7

Hispanic 45.9 54.1

White, non-Hispanic 47.1 52.9

Marital status when began at first institution

Not married 48.2 51.8

Married 35.6 64.4

Separated 23.3 76.8

Parental education

Less than high school diploma 32.2 67.8

High school diploma 45.8 54.3

Some postsecondary 45.6 54.4

Bachelor's or higher 51.8 48.2

Dependency status in 1989–90

Dependent 48.4 51.6

Independent 39.3 60.7

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
120

Table 14.2—Percentage distribution of 1989–90 beginning postsecondary students according to age when began

at first institution, by demographic characteristics

18 30

years or 19 20–29 years or

younger years years older

Total 61.2 12.1 17.2 9.5

Gender

Male 60.3 14.6 18.7 6.4

Female 61.9 9.9 15.9 12.3

Socioeconomic status

Lowest quartile 19.9 9.6 41.3 29.1

Middle quartiles 55.5 13.2 20.3 11.0

Highest quartile 82.8 11.8 4.8 0.7

Race–ethnicity of student

American Indian/Alaskan Native 56.8 11.5 28.5 3.1

Asian/Pacific Islander 60.8 15.9 19.4 3.9

Black, non-Hispanic 52.5 16.6 22.2 8.7

Hispanic 56.0 13.9 23.1 7.0

White, non-Hispanic 62.8 11.1 15.8 10.3

Marital status when began at first institution

Not married 69.9 13.6 13.7 2.8

Married 6.3 1.7 37.3 54.7

Separated 6.1 1.7 64.5 27.7

Parental education

Less than high school diploma 29.6 10.3 32.7 27.3

High school diploma 55.2 12.8 23.8 8.3

Some postsecondary 66.7 14.4 14.6 4.3

Bachelor's or higher 79.2 11.5 8.0 1.3

Dependency status in 1989–90

Dependent 79.2 14.6 6.1 0

Independent 9.1 4.8 49.0 37.0

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
121

Table 14.3—Percentage distribution of 1989–90 beginning postsecondary students according to socioeconomic status, by demographic characteristics

Lowest Middle Highest

quartile quartiles quartile

Total 14.7 45.7 39.7

Gender

Male 11.8 43.6 44.6

Female 17.1 47.4 35.5

Age when began at first institution

18 years or younger 4.8 41.3 53.9

19 years 11.7 49.6 38.8

20–29 years 35.1 53.8 11.1

30 years or older 44.6 52.6 2.7

Race–ethnicity of student

American Indian/Alaskan Native 27.1 55.0 17.9

Asian/Pacific Islander 22.8 36.1 41.2

Black, non-Hispanic 25.3 57.9 16.9

Hispanic 26.2 54.0 19.8

White, non-Hispanic 11.8 43.9 44.3

Marital status when began at first institution

Not married 10.6 44.0 45.4

Married 37.3 59.1 3.6

Separated 55.1 42.5 2.4

Parental education

Less than high school diploma 48.8 45.8 5.5

High school diploma 16.0 62.0 22.0

Some postsecondary 8.2 53.6 38.2

Bachelor's or higher 2.2 24.1 73.7

Dependency status in 1989–90

Dependent 5.5 42.7 51.8

Independent 40.8 53.9 5.3

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
122

Table 14.4—Percentage distribution of 1989–90 beginning postsecondary students according to race–ethnicity

of student, by demographic characteristics

American

Indian/ Asian/ Black, White,

Alaskan Pacific non- nonNative Islander Hispanic Hispanic Hispanic

Total 0.7 4.0 8.8 7.6 78.8

Gender

Male 1.1 3.6 7.2 7.6 80.6

Female 0.4 4.4 10.3 7.6 77.3

Age when began at first institution

18 years or younger 0.6 3.7 7.8 7.4 80.5

19 years 0.6 4.9 12.6 9.3 72.4

20–29 years 1.1 4.2 11.8 10.9 72.0

30 years or older 0.2 1.5 8.3 5.9 84.0

Socioeconomic status

Lowest quartile 1.4 6.3 15.2 13.6 63.6

Middle quartiles 0.9 3.2 11.2 9.0 75.8

Highest quartile 0.3 4.2 3.8 3.8 87.9

Marital status when began at first institution

Not married 0.7 3.5 9.4 8.1 78.2

Married 0.3 3.7 6.2 7.3 82.5

Separated 0.9 1.5 7.6 10.4 79.7

Parental education

Less than high school diploma 0.3 7.2 7.8 21.8 63.0

High school diploma 1.2 2.5 9.6 7.2 79.5

Some postsecondary 0.2 2.9 10.7 6.4 79.9

Bachelor's or higher 0.8 5.3 6.3 4.4 83.1

Dependency status in 1989–90

Dependent 0.7 4.6 8.5 7.6 78.5

Independent 0.7 2.3 9.9 7.5 79.6

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
123

Table 14.5—Percentage distribution of 1989–90 beginning postsecondary students according to marital

status when began at first institution, by demographic characteristics

Not

married Married Separated

Total 86.7 12.1 1.2

Gender

Male 90.1 9.3 0.6

Female 83.7 14.6 1.7

Age when began at first institution

18 years or younger 98.6 1.3 0.1

19 years 98.2 1.7 0.2

20–29 years 69.2 26.4 4.4

30 years or older 25.7 70.9 3.5

Socioeconomic status

Lowest quartile 63.9 31.6 4.5

Middle quartiles 83.3 15.6 1.1

Highest quartile 98.8 1.1 0.1

Race–ethnicity of student

American Indian/Alaskan Native 93.4 5.0 1.6

Asian/Pacific Islander 86.7 12.8 0.5

Black, non-Hispanic 90.7 8.3 1.0

Hispanic 87.4 11.1 1.5

White, non-Hispanic 86.1 12.7 1.2

Parental education

Less than high school diploma 66.7 30.9 2.5

High school diploma 84.2 14.3 1.5

Some postsecondary 91.5 7.5 1.0

Bachelor's or higher 96.6 3.2 0.1

Dependency status in 1989–90

Dependent 99.5 0.5 0

Independent 49.4 46.0 4.6

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
124

Table 14.6—Percentage distribution of 1989–90 beginning postsecondary students according to parental

education, by demographic characteristics

Less

than high High Bachelor's

school school Some or

diploma diploma postsecondary higher

Total 9.6 33.8 22.9 33.7

Gender

Male 6.7 33.2 22.5 37.6

Female 12.2 34.2 23.3 30.3

Age when began at first institution

18 years or younger 4.5 28.4 24.3 42.8

19 years 8.0 33.6 26.7 31.7

20–29 years 18.5 45.6 19.8 16.1

30 years or older 38.8 39.8 14.8 6.6

Socioeconomic status

Lowest quartile 36.9 42.5 14.8 5.8

Middle quartiles 9.6 45.8 26.8 17.8

Highest quartile 1.3 17.9 21.1 59.8

Race–ethnicity of student

American Indian/Alaskan Native 3.3 52.3 6.7 37.7

Asian/Pacific Islander 17.4 21.3 16.5 44.8

Black, non-Hispanic 8.8 37.7 28.6 24.9

Hispanic 28.0 32.6 19.5 20.0

White, non-Hispanic 7.7 33.9 23.1 35.3

Marital status when began at first institution

Not married 7.3 31.1 24.1 37.6

Married 28.4 44.4 16.7 10.5

Separated 23.5 49.1 22.5 4.9

Dependency status in 1989–90

Dependent 4.9 30.9 24.0 40.2

Independent 25.0 43.0 19.3 12.7

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
125

Table 14.7—Percentage distribution of 1989–90 beginning postsecondary students according to dependency

status in 1989–90, by demographic characteristics

Dependent Independent

Total 74.0 26.0

Gender

Male 77.8 22.2

Female 70.7 29.3

Age when began at first institution

18 years or younger 96.1 3.9

19 years 89.8 10.2

20–29 years 26.5 73.5

30 years or older 0 100.0

Socioeconomic status

Lowest quartile 27.6 72.4

Middle quartiles 69.3 30.7

Highest quartile 96.5 3.5

Race–ethnicity of student

American Indian/Alaskan Native 74.9 25.1

Asian/Pacific Islander 85.2 14.9

Black, non-Hispanic 71.0 29.0

Hispanic 74.2 25.8

White, non-Hispanic 73.7 26.3

Marital status when began at first institution

Not married 85.4 14.6

Married 2.9 97.1

Separated 0 100.0

Parental education

Less than high school diploma 38.7 61.3

High school diploma 69.9 30.1

Some postsecondary 80.2 19.9

Bachelor's or higher 91.1 8.9

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
126

Table 14.8—Percentage of 1989–90 beginning postsecondary students with component persistence risk factors

when they began at first institution, by demographic characteristics

Persistence risk factors when began at first institution

Delayed Worked

GED, post- full time

cert. of secondary Financially Had Single Enrolled while 2

completion entry independent children parent part time enrolled 1

Total 6.4 33.0 37.7 13.9 5.4 23.9 28.3

Gender

Male 5.5 31.2 35.3 7.8 2.0 22.8 34.5

Female 7.2 34.4 39.7 19.1 8.3 24.9 23.0

Age when began at first

 institution

18 years or younger 1.7 3.1 14.4 1.3 0.8 11.1 20.4

19 years 4.7 40.0 37.3 2.6 1.5 25.4 28.9

20–29 years 15.8 94.8 87.7 32.6 16.6 49.7 47.0

30 years or older 21.8 100.0 98.3 77.7 20.0 62.0 45.0

Socioeconomic status

Lowest quartile 19.0 75.4 83.7 42.8 21.7 43.8 39.8

Middle quartiles 7.1 38.8 42.6 15.8 4.6 29.5 29.6

Highest quartile 1.0 10.5 15.4 1.4 0.5 11.0 22.8

Race–ethnicity of student

American Indian/Alaskan 22.5 52.0 46.7 3.8 0 0 33.8

Native

Asian/Pacific Islander 6.7 29.2 34.7 9.1 1.4 21.5 18.6

Black, non-Hispanic 6.2 37.2 42.5 17.7 12.0 23.7 21.2

Hispanic 8.4 37.0 46.8 14.1 6.3 42.6 27.9

White, non-Hispanic 6.1 32.1 36.3 13.7 4.7 22.2 29.6

Marital status when began at

 first institution

Not married 4.2 22.8 28.6 5.6 5.6 18.5 25.5

Married 18.7 94.1 94.3 70.6 † 59.8 48.1

Separated 32.3 91.0 92.5 53.3 53.3 45.8 27.8

Parental education

Less than HS diploma 15.9 65.7 76.1 38.4 15.8 41.2 39.5

High school diploma 6.6 40.0 44.2 15.5 5.6 29.8 31.3

Some postsecondary 4.3 24.2 30.0 9.4 3.7 19.9 23.9

Bachelor's or higher 2.8 15.6 19.5 3.3 1.3 12.6 23.4

Dependency status in 1989–90

Dependent 2.2 13.3 19.3 0.1 0.1 14.5 22.2

Independent 18.4 88.9 90.8 55.3 20.9 51.9 46.2

—Too few cases for a reliable estimate.

†Not applicable.

Includes a few students with no high school credential. 1

For federal tax purposes. 2

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
127

Table 14.9—Percentage distribution of 1989–90 beginning postsecondary students according to age when

began at first institution, by first institution attended, first degree working toward, and highest

degree attained

18 30

years or 19 20–29 years or

younger years years older

Total 61.2 12.1 17.2 9.5

Level and control of first institution

4-year

Public 83.0 9.2 5.3 2.5

Private, not-for-profit 84.8 8.2 4.3 2.8

Private, for-profit — — — — 

2-year

Public 48.2 14.1 23.4 14.2

Private, not-for-profit 73.1 12.5 11.9 2.5

Private, for-profit 35.1 17.9 34.0 12.9

Less-than-2-year

Public 26.4 20.4 28.1 25.1

Private, not-for-profit 9.1 9.0 60.9 21.0

Private, for-profit 25.1 14.3 42.0 18.6

Level of first institution

4-year 83.6 8.9 4.9 2.6

2-year 48.1 14.4 23.8 13.7

Less-than-2-year 24.7 15.4 39.8 20.1

Control of first institution

Public 61.0 12.4 16.6 10.0

Private, not-for-profit 81.8 8.7 6.3 3.1

Private, for-profit 28.8 15.6 39.1 16.5

Degree working toward at first institution

None 32.3 17.6 23.2 27.0

Certificate 30.2 12.3 38.0 19.5

Associate's degree 49.3 15.1 23.1 12.5

Bachelor's degree 80.9 10.0 6.8 2.2

Highest degree attained

None 51.5 14.3 21.4 12.8

Certificate 34.0 14.7 32.9 18.4

Associate's degree 68.4 13.6 12.6 5.5

Bachelor's degree 90.4 5.8 3.1 0.6

—Too few cases for a reliable estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
128

Table 14.10—Percentage distribution of 1989–90 beginning postsecondary students according to level of first

institution, by selected demographic and institutional characteristics

Less-than4-year 2-year 2-year

Total 42.2 49.2 8.6

Gender

Male 42.8 50.4 6.8

Female 41.6 48.2 10.2

Age when began at first institution

18 years or younger 57.7 38.8 3.5

19 years 30.8 58.2 10.9

20–29 years 12.1 68.0 19.9

30 years or older 11.5 70.5 18.0

Socioeconomic status

Lowest quartile 16.2 63.1 20.7

Middle quartiles 34.2 56.2 9.7

Highest quartile 60.8 36.2 3.0

Control of first institution

Public 38.4 59.1 2.5

Private, not-for-profit 86.9 10.9 2.2

Private, for-profit 0 36.9 63.1

Degree working toward at first institution

None 15.0 82.3 2.6

Certificate 3.2 45.2 51.6

Associate's degree 9.1 89.9 1.0

Bachelor's degree 76.5 23.2 0.3

Race–ethnicity of student

American Indian/Alaskan Native 29.3 52.5 18.2

Asian/Pacific Islander 50.7 45.2 4.0

Black, non-Hispanic 36.0 49.6 14.4

Hispanic 24.0 67.2 8.8

White, non-Hispanic 44.4 47.6 8.0

Dependency status in 1989–90

Dependent 52.0 43.3 4.7

Independent 13.9 66.2 19.8

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
129

Table 14.11—Percentage distribution of 1989–90 beginning postsecondary students according to control of first

institution, by selected demographic and institutional characteristics

Private, Private,

Public not-for-profit for-profit

Total 74.0 15.8 10.2

Gender

Male 76.5 16.2 7.2

Female 71.8 15.4 12.7

Age when began at first institution

18 years or younger 74.0 21.2 4.8

19 years 75.5 11.3 13.1

20–29 years 71.1 5.8 23.1

30 years or older 77.3 5.2 17.5

Socioeconomic status

Lowest quartile 71.4 6.7 21.8

Middle quartiles 75.6 12.0 12.4

Highest quartile 73.2 23.5 3.4

Level of first institution

4-year 67.4 32.5 0

2-year 88.9 3.5 7.7

Less-than-2-year 21.4 4.0 74.6

Degree working toward at first institution

None 93.3 5.2 1.5

Certificate 49.0 4.5 46.5

Associate's degree 85.3 6.8 7.9

Bachelor's degree 73.3 25.7 1.0

Race–ethnicity of student

American Indian/Alaskan Native 65.1 13.9 21.1

Asian/Pacific Islander 79.5 15.4 5.1

Black, non-Hispanic 68.4 11.4 20.2

Hispanic 77.3 9.8 13.0

White, non-Hispanic 74.2 17.0 8.9

Dependency status in 1989–90

Dependent 74.7 19.1 6.1

Independent 72.1 6.1 21.8

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
Section 15

Education Financing
131

Section 15

Education Financing

A majority (58 percent) of 1989–90 beginning postsecondary students received financial aid to

help meet educational costs at some time during the 5-year period. Almost half (47 percent)

received grants or scholarships, and about one-third (31 percent) had student loans. (table 15.1)

Black, non-Hispanic students were more likely to take out student loans to finance their

education (42 percent) than either Hispanic (27 percent), white, non-Hispanic (31 percent), or

Asian (26 percent) students. (table 15.1)

Among dependent students, 83 percent ever received financial contributions from their parents to

attend postsecondary education, while 19 percent of independent students did so. Nearly onequarter (24 percent) of all students borrowed from their parents at some time to help meet

educational costs. (table 15.2)

Although those attending private, for-profit institutions represented only 10 percent of all

first-time beginners in 1989–90, they made up 40 percent of those whose only source of financial

aid was student loans in 1989–90. (table 15.3)

Among students who began postsecondary education in 1989–90, those who received financial aid

were more likely to have attained a degree by 1994 (58 percent) than those who did not receive any

financial aid (39 percent). Those who received grants were more likely to have attained a degree

(59 percent) than those who did not receive grants (42 percent). Moreover, those who took out

student loans were more likely to have attained a degree (63 percent) than those who did not

borrow (44 percent). (table 15.4)

Nearly 70 percent of those who received financial aid had either attained a degree or were still

enrolled after 5 years, compared with 54 percent of those who received no aid. Among those with

three or more of the risk factors associated with high attrition, 53 percent of those with aid had

attained a degree or were still enrolled, compared with 29 percent of those without financial

aid. (table 15.5)

Nearly half (49 percent) of the students borrowed at some time while enrolled to meet educational

costs, including loans from parents and relatives as well as student loans. Those who last

attended public less-than-4-year institutions were the least likely to borrow (33 percent).

(table 15.6)

The average amount borrowed from any source for undergraduate education was about $7,300, but

there was much variation according to the last type of institution attended, ranging from about

$11,800 at private, not-for-profit 4-year institutions to $3,700 at public less-than-4-year

institutions. The average amount borrowed by bachelor's degree recipients was $8,900 for those

who last attended public 4-year institutions, and $12,800 for those who last attended private,

not-for-profit 4-year institutions. (table 15.7)
132

Almost one-fifth (18 percent) of the students who had left postsecondary education without

attaining a credential owed money on an educational loan in 1994, compared with 36 percent of

those who had attained a credential or were still enrolled. The average amount owed by those who

had not attained a credential and were no longer enrolled was $5,200 for those who last attended a

4-year institution, $2,900 for those who last attended a 2-year institution, and $2,000 for those

who last attended a less-than-2 year institution. (tables 15.8a–15.8b)

Of those students who had borrowed for their education, about half (52 percent) were repaying the

loans in 1994. One-fifth (20 percent) of the dependent students in repayment were receiving help

to do so. The average monthly loan payment for about half of the students (55 percent) was between

$50–$99. (tables 15.9a–15.9b)
133

Table 15.1—Percentage of 1989–90 beginning postsecondary students ever receiving financial aid as of

spring 1994 according to type of aid received, by selected demographic and institutional

characteristics

Any

financial Employer

aid Grants Loans aid

Total 57.6 47.1 31.2 7.1

Gender

Male 54.8 43.5 29.0 7.6

Female 60.0 50.3 33.1 6.6

Age when began at first institution

18 years or younger 59.5 49.4 35.3 4.9

19 years 56.7 43.9 31.6 8.6

20–29 years 58.1 45.7 29.0 9.6

30 years or older 55.6 45.5 17.1 14.8

Number of risk factors when began at first

 institution*

None 63.4 52.9 37.8 5.6

One 55.6 44.7 31.6 4.7

Two 53.5 41.1 31.6 4.5

Three or more 55.0 44.7 22.9 12.9

Socioeconomic status

Lowest quartile 68.9 60.8 30.9 8.8

Middle quartiles 61.2 50.3 36.7 8.0

Highest quartile 49.3 38.4 25.0 5.3

Race–ethnicity of student

American Indian/Alaskan Native 66.3 56.9 38.1 0.5

Asian/Pacific Islander 58.6 51.8 26.3 4.8

Black, non-Hispanic 65.2 58.6 41.9 3.8

Hispanic 55.3 47.4 26.8 7.3

White, non-Hispanic 56.8 45.5 30.6 7.5

Dependency status in 1989–90

Dependent 57.1 47.1 33.0 4.9

Independent 59.0 47.2 25.9 13.1

Income and dependency status in 1989–90

Dependent

Less than $20,000 73.3 70.4 44.3 4.8

$20,000–39,999 63.4 52.4 40.6 5.4

$40,000–59,999 52.1 37.5 28.6 6.0

$60,000 or more 37.3 26.8 15.7 3.0

Independent

Less than $10,000 66.9 59.8 33.7 6.0

$10,000–19,999 58.7 44.1 28.5 11.2

$20,000 or more 49.3 34.1 14.1 23.6

Total costs in 1989–90

Less than $4,000 42.8 33.9 16.3 5.8

$4,000–7,999 62.2 50.4 33.0 8.5

$8,000–11,999 72.6 60.7 45.8 7.8

$12,000 or more 72.4 62.2 53.2 6.3
134

Table 15.1—Percentage of 1989–90 beginning postsecondary students ever receiving financial aid as of 

spring 1994 according to type of aid received, by selected demographic and institutional

characteristics—Continued 

Any

financial Employer

aid Grants Loans aid

Level and control of first institution

4-year

Public 63.0 49.6 37.2 6.4

Private, not-for-profit 78.9 72.4 53.8 9.4

Private, for profit — — — —

2-year

Public 42.9 34.7 14.3 7.6

Private, not-for-profit 66.6 62.5 40.7 6.1

Private, for-profit 83.7 58.4 69.1 5.5

Less-than-2-year

Public 58.7 47.8 12.6 6.6

Private, not-for-profit 92.4 70.7 44.0 11.6

Private, for-profit 82.8 63.8 64.1 3.6

Level of first institution

4-year 68.2 57.1 42.6 7.3

2-year 46.8 37.5 19.4 7.4

Less-than-2-year 78.0 60.6 52.3 4.6

Control of first institution

Public 51.0 40.8 23.1 7.1

Private, not-for-profit 77.8 71.3 52.2 9.1

Private, for-profit 83.1 61.8 65.9 4.3

Persistence and attainment as of

 spring 1994

Attained degree 67.3 55.9 40.6 6.7

No degree, enrolled 53.3 43.1 28.3 11.6

No degree, not enrolled 48.5 38.3 21.7 6.1

Highest degree attained

None 49.8 39.6 23.4 7.5

Certificate 65.7 50.9 40.2 7.2

Associate's degree 60.6 50.1 32.0 6.0

Bachelor's degree 71.1 61.0 44.6 6.7

—Too few cases for a reliable estimate.

Risk factors include delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

*

time attendance, and working full time while enrolled.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
135

Table 15.2—Percentage of 1989–90 beginning postsecondary students ever receiving assistance from family

or using personal savings as of spring 1994 according to type of assistance received, by selected 

demographic and institutional characteristics 

Spouse or

other

relative Parents' Loan

financial financial Personal from

assistance contribution savings parents

Total 29.1 66.9 78.1 23.5

Gender

Male 25.1 70.2 81.2 26.9

Female 32.5 64.0 75.5 20.7

Age when began at first institution

18 years or younger 30.8 86.2 85.5 27.9

19 years 26.1 71.2 78.0 24.4

20–29 years 29.2 30.1 68.7 15.2

30 years or older 33.1 5.5 66.6 3.5

Number of risk factors when began

 at first institution*

None 30.5 90.6 85.8 27.3

One 28.4 80.2 83.6 27.4

Two 27.3 59.5 75.7 29.6

Three or more 32.3 19.4 68.4 9.5

Socioeconomic status

Lowest quartile 28.5 23.4 63.6 9.6

Middle quartiles 30.3 61.8 78.8 24.4

Highest quartile 28.0 88.1 82.8 27.0

Race–ethnicity of student

American Indian/Alaskan Native 5.7 56.3 69.5 4.3

Asian/Pacific Islander 36.0 75.7 85.1 29.7

Black, non-Hispanic 32.3 61.6 65.7 19.4

Hispanic 28.3 59.7 79.4 23.9

White, non-Hispanic 28.7 67.8 79.2 23.8

Dependency status in 1989–90

Dependent 28.1 83.3 82.8 27.3

Independent 32.1 18.7 64.8 11.1

Income and dependency status in 1989–90

Dependent

Less than $20,000 28.9 70.4 81.4 24.3

$20,000–39,999 28.6 80.1 81.7 28.8

$40,000–59,999 28.9 90.9 85.8 30.3

$60,000 or more 25.4 91.9 82.4 24.8

Independent

Less than $10,000 29.7 29.3 62.5 15.0

$10,000–19,999 28.3 14.9 65.4 11.3

$20,000 or more 38.3 8.8 67.1 5.6

Total costs in 1989–90

Less than $4,000 24.6 62.1 75.4 20.5

$4,000–7,999 29.6 72.8 80.3 25.6

$8,000–11,999 32.5 67.6 81.1 23.8

$12,000 or more 37.5 68.1 79.8 26.1
136

Table 15.2—Percentage of 1989–90 beginning postsecondary students ever receiving assistance from family

or using personal savings as of spring 1994 according to type of assistance received, by selected 

demographic and institutional characteristics—Continued

Spouse or

other

relative Parents' Loan

financial financial Personal from

assistance contribution savings parents

Level and control of first institution

4-year

Public 33.3 85.8 85.9 25.8

Private, not-for-profit 34.8 88.2 87.0 26.8

Private, for-profit — — — — 

2-year

Public 27.9 55.9 79.0 21.9

Private, not-for-profit 31.8 75.9 80.4 20.8

Private, for-profit 26.6 49.4 60.2 24.4

Less-than-2-year

Public 26.8 37.1 66.3 16.9

Private, not-for-profit 13.8 15.2 59.4 34.9

Private, for-profit 26.3 39.0 59.3 16.1

Level of first institution

4-year 33.8 86.6 86.3 26.1

2-year 28.0 56.1 77.6 22.1

Less-than-2-year 25.9 37.6 60.8 17.1

Control of first institution

Public 30.0 66.9 81.4 23.4

Private, not-for-profit 34.0 85.3 85.7 26.3

Private, for-profit 26.4 42.8 59.6 19.2

Persistence and attainment as of

 spring 1994

Attained degree 33.0 76.8 85.1 24.1

No degree, enrolled 33.1 76.4 91.9 24.7

No degree, not enrolled 25.2 51.4 68.5 21.9

Highest degree attained

None 27.3 58.1 74.8 22.7

Certificate 32.9 50.8 74.3 19.9

Associate's degree 29.2 74.8 84.3 25.9

Bachelor's degree 34.7 90.7 90.7 25.3

—Too few cases for a reliable estimate.

Risk factors include delayed enrollment, being a GED recipient, being financially independent, having children, being a single *

parent, part time attendance, and working full time while enrolled.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
137

Table 15.3—Percentage distribution of 1989–90 beginning postsecondary students according to level and

control of first institution, by education financing during the 1989–90 academic year

Private, Private,

not-for- forPrivate, Public profit profit

not-for- less- less- lessPublic profit than- than- than4-year 4-year 4-year 4-year 4-year

Total 28.5 13.7 45.6 2.1 10.2

Total costs in 1989–90

Less than $4,000 22.5 1.4 72.2 1.5 2.4

$4,000–7,999 43.8 7.1 37.3 2.0 9.8

$8,000–11,999 27.3 26.8 23.7 2.5 19.6

$12,000 or more 11.4 48.2 16.0 3.2 21.2

Total aid amount in 1989–90

None 27.0 7.0 60.0 1.6 4.3

Less than $2,000 28.5 8.8 52.3 2.3 8.1

$2,000–4,999 37.2 15.7 21.5 2.6 23.1

$5,000–6,999 33.3 26.3 7.2 3.8 29.4

$7,000 or more 10.2 70.1 6.0 2.3 11.4

Total federal aid amount in 1989–90

None 28.2 10.5 55.4 1.8 4.1

Less than $2,000 29.7 11.5 44.7 2.2 11.8

$2,000–4,999 32.1 23.4 14.3 2.9 27.4

$5,000–6,999 15.6 33.1 3.8 3.4 44.0

$7,000 or more 7.3 52.1 0.8 3.4 36.3

Total loan amount in 1989–90

None 28.2 10.3 54.1 2.0 5.4

Less than $1,000 48.8 15.4 27.2 1.4 7.2

$1,000–1,999 41.5 23.1 13.1 2.3 20.0

$2,000–2,999 25.9 29.0 7.4 2.6 35.0

$3,000 or more 12.4 37.4 7.1 2.7 40.4

Total grant amount in 1989–90

None 28.5 7.5 55.4 1.6 7.1

Less than $1,000 27.8 8.9 50.4 2.7 10.3

$1,000–1,999 30.0 13.6 34.1 2.4 20.0

$2,000–2,999 28.0 17.3 25.7 2.4 26.5

$3,000 or more 27.7 55.4 7.1 3.8 6.0

Aid package at first institution in 1989–90

No aid 27.1 7.0 60.2 1.5 4.2

Grants, no loans 31.6 19.5 40.5 3.1 5.3

Grants and loans 27.9 32.7 9.6 2.7 27.2

Loans, no grants 37.3 11.4 10.1 1.1 40.1

Other aid 30.7 10.9 50.4 1.7 6.3

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
138

Table 15.4—Percentage distribution of 1989–90 beginning postsecondary students according to overall

persistence and attainment as of spring 1994, by types of financial aid and family assistance used

during postsecondary education

Attained or still enrolled No degree,

Attained No degree, not 

Total degree enrolled enrolled

Total 63.2 50.0 13.3 36.8

Received financial aid

Did not receive financial aid 54.3 39.3 14.9 45.7

Received financial aid 69.5 57.5 12.1 30.5

Grants

Did not receive grant 56.6 42.1 14.4 43.4

Received grant 70.5 58.5 12.0 29.5

Loans

Did not receive loan 57.6 43.6 14.0 42.4

Received loan 75.1 63.4 11.7 24.9

Employer aid

Did not receive employer aid 62.8 50.2 12.6 37.2

Received employer aid 68.5 46.9 21.6 31.5

Parents' financial contribution

Did not use parental contribution 45.7 36.0 9.7 54.3

Used parental contribution 72.4 57.3 15.1 27.6

Spouse or other relative financial assistance

Did not use spouse or relative 60.6 47.9 12.7 39.4

financial assistance

Used spouse or relative financial assistance 69.2 54.7 14.6 30.8

Personal savings

Did not use personal savings 42.7 37.3 5.4 57.3

Used personal savings 68.7 53.3 15.3 31.3

Loan from parents

Did not use parental loan 66.6 52.6 14.0 33.4

Used parental loan 69.5 54.5 15.0 30.5

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
139

Table 15.5—Percentage of 1989–90 beginning postsecondary students who attained a degree or were still

enrolled in 1994 according to financial aid receipt as of spring 1994 and level of first institution,

by selected demographic characteristics

Level of first institution

Received aid Did not receive aid

Less Less

than than

Total 4-year 2-year 2-year Total 4-year 2-year 2-year

 Attained or still enrolled

Total 69.5 77.6 59.9 66.8 54.3 71.3 45.1 56.2

Gender

Male 68.6 75.3 59.7 67.2 53.0 70.5 44.1 50.6

Female70.3 79.6 60.0 66.6 55.6 72.1 46.3 61.4

Age when began at first institution

18 years or younger 76.8 81.3 66.7 73.1 66.0 76.3 57.2 57.5

19 years 66.1 67.7 65.8 63.4 43.7 57.9 37.4 — 

20–29 years 55.7 48.2 51.9 67.0 37.1 45.7 34.9 49.6

30 years or older 50.0 45.7 45.4 62.7 28.0 18.8 26.5 55.0

Number of risk factors when began

 at first institution*

None 79.7 83.5 70.6 73.8 73.6 77.7 67.9 80.0

One 69.5 74.4 63.7 54.6 56.5 73.7 47.0 — 

Two 60.4 51.2 56.9 78.7 46.3 51.4 45.5 41.8

Three or more 53.4 51.0 49.7 63.0 29.3 27.6 27.6 51.6

Socioeconomic status

Lowest quartile 54.5 53.3 50.6 61.3 29.9 — 28.5 34.2

Middle quartiles 66.3 73.8 57.9 67.6 49.1 58.8 46.0 59.6

Highest quartile 81.6 84.3 73.7 85.5 64.5 76.4 50.8 65.0

Race–ethnicity of student

American Indian/Alaskan Native — — — — — — — — 

Asian/Pacific Islander 83.0 86.2 — — 62.6 85.9 — — 

Black, non-Hispanic 60.6 75.9 46.6 49.7 45.6 55.0 46.3 — 

Hispanic 70.9 71.7 69.5 69.6 54.5 — 51.0 — 

White, non-Hispanic 69.8 77.8 59.3 69.1 54.7 71.2 43.9 62.4

Marital status when began at first

 institution

Not married 72.3 79.1 63.0 68.7 59.6 73.3 50.9 55.9

Married 55.3 55.5 51.0 63.9 28.3 — 26.6 63.5

Separated 54.9 — — 62.2 — — — — 

Parental education

Less than high school diploma 59.5 69.1 50.3 68.4 33.2 — 30.3 — 

High school diploma 62.8 71.4 56.5 58.5 45.8 54.6 41.2 63.6

Some postsecondary 70.3 76.2 57.9 80.3 56.9 64.9 53.0 51.5

Bachelor's or higher 82.5 84.5 77.9 77.7 68.2 80.3 55.9 — 

Dependency status in 1989–90

Dependent 75.1 80.0 66.4 69.6 61.2 74.4 51.5 63.0

Independent 54.0 51.3 49.0 65.3 33.7 38.4 31.7 47.4
140

Table 15.5—Percentage of 1989–90 beginning postsecondary students who attained a degree or were still

enrolled in 1994 according to financial aid receipt as of spring 1994 and level of first institution,

by selected demographic characteristics—Continued

Level of first institution

Received aid Did not receive aid

Less Less

than than

Total 4-year 2-year 2-year Total 4-year 2-year 2-year

 Attained or still enrolled

Income and dependency status in

 1989–90

Dependent

Less than $20,000 65.8 72.4 57.8 61.4 51.8 57.9 50.5 — 

$20,000–39,999 74.9 77.1 71.9 68.9 47.8 63.5 42.0 48.2

$40,000–59,999 78.2 84.8 61.1 82.2 62.9 71.6 54.8 — 

$60,000 or more 88.3 87.3 90.8 — 74.7 82.0 63.0 — 

Independent

Less than $10,000 56.1 52.2 54.5 61.2 44.7 58.4 42.6 — 

$10,000–19,999 53.1 63.5 40.2 67.8 31.8 — 28.3 — 

$20,000 or more 51.3 40.0 48.2 72.2 25.1 16.3 24.5 41.6

Total costs in 1989–90

Less than $4,000 64.1 72.7 59.3 60.0 46.3 59.8 43.5 32.5

$4,000–7,999 69.0 74.9 61.5 62.9 62.4 72.6 53.4 61.2

$8,000–11,999 70.2 80.2 50.5 69.6 59.8 76.2 40.2 — 

$12,000 or more 79.0 84.0 69.5 73.2 71.9 84.2 40.5 86.9

—Too few cases for a reliable estimate.

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

*

time attendance, and working full time while enrolled.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
141

Table 15.6—Percentage of 1989–90 beginning postsecondary students who ever borrowed from any source

as of spring 1994 according to level and control of last institution, by selected demographic and

institutional characteristics

Level and control of last institution

Private,

not- Private, Total

Private, for- for- borrowed

not- Public profit profit for

for- less- less- less- underPublic profit than- than- than- graduate

4-year 4-year 4-year 4-year 4-year education

Total 54.1 63.2 32.7 55.0 72.2 48.9

Gender

Male 55.4 67.3 32.9 71.2 65.9 49.0

Female 53.0 59.5 32.5 44.3 76.1 48.8

Age when began at first institution

18 years or younger 53.4 64.9 40.2 58.8 71.2 52.7

19 years 58.2 70.0 36.0 — 79.8 51.2

20–29 years 62.1 45.6 31.0 35.0 76.3 47.3

30 years or older 43.5 34.6 10.9 — 57.9 24.7

Number of risk factors when began

 at first institution*

None 51.9 65.1 39.8 61.0 69.8 53.0

One56.1 64.5 34.6 59.4 78.1 50.8

Two64.2 61.5 52.1 — 71.0 58.8

Three or more 56.0 45.1 21.0 52.0 71.8 36.1

Socioeconomic status

Lowest quartile 64.8 67.4 24.2 45.6 69.8 42.6

Middle quartiles 63.2 72.1 33.6 62.8 79.8 53.0

Highest quartile 45.9 58.2 37.3 40.9 53.7 46.4

Race–ethnicity of student

American Indian/Alaskan Native — — — — — 58.7

Asian/Pacific Islander 51.7 59.0 — — — 47.5

Black, non-Hispanic 61.5 78.4 30.4 — 66.1 52.3

Hispanic 62.0 61.6 43.6 — 67.7 54.2

White, non-Hispanic 53.0 62.1 31.6 54.6 73.8 47.9

Dependency status in 1989–90

Dependent 54.3 65.3 40.7 56.2 70.4 52.8

Independent 52.8 41.7 19.9 49.1 73.9 37.4

Income and dependency status in 1989–90

Dependent

Less than $20,000 68.5 82.2 44.9 68.1 83.4 62.0

$20,000–39,999 63.8 77.1 43.7 46.4 71.5 59.3

$40,000–59,999 51.6 71.6 35.7 — 63.2 50.4

$60,000 or more 34.6 43.0 35.6 — 45.2 37.4

Independent

Less than $10,000 52.3 59.9 21.7 46.4 76.9 43.6

$10,000–19,999 65.2 — 27.2 — 83.6 45.4

$20,000 or more 44.2 15.6 12.4 — 55.0 22.8
142

Table 15.6—Percentage of 1989–90 beginning postsecondary students who ever borrowed from any source

as of spring 1994 according to level and control of last institution,by selected demographic and

institutional characteristics—Continued

Level and control of last institution

Private,

not- Private, Total

Private, for- for- borrowed

not- Public profit profit for

for- less- less- less- underPublic profit than- than- than- graduate

4-year 4-year 4-year 4-year 4-year education

Total costs in 1989–90

Less than $4,000 45.1 51.3 24.6 53.7 60.3 34.4

$4,000–7,999 55.9 64.5 41.6 48.2 66.1 52.8

$8,000–11,999 62.5 66.3 42.9 68.2 85.3 62.1

$12,000 or more 66.3 64.7 53.4 58.8 79.2 65.8

Academic year of last enrollment

1989–90 39.7 43.9 16.7 54.6 76.9 33.4

1990–91 45.1 67.0 29.7 37.8 71.7 47.3

1991–92 51.0 49.2 45.8 57.8 67.6 49.8

1992–93 48.8 61.2 47.0 — 72.0 54.0

1993–94 57.7 69.7 37.2 — 66.0 53.5

Persistence and attainment as of

 spring 1994

Attained degree 55.3 64.4 37.3 51.8 72.6 55.3

No degree, enrolled 54.9 69.3 31.7 — — 47.6

No degree, not enrolled 50.5 55.3 30.5 59.3 71.0 40.8

Highest degree attained

None 52.6 59.9 30.7 60.8 71.4 42.5

Certificate 56.8 — 30.1 60.8 70.9 53.5

Associate's degree 64.3 41.8 43.1 42.6 83.4 52.8

Bachelor's degree 53.3 65.2 43.0 — — 57.3

—Too few cases for a reliable estimate.

* Risk factors include delayed enrollment, being GED recipient, being financially independent, having children, being a single

parent, part time attendance, and working full time while enrolled.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
143

Table 15.7—Average amount borrowed by 1989–90 beginning postsecondary students who ever borrowed from

any source as of spring 1994 according to level and control of last institution, by selected

demographic and institutional characteristics

Level and control of last institution

Private, Private, Total

Private, not-for- for- amount

not- Public profit profit borrowed

for- less- less- less- for

Public profit than- than- than- undergraduate

4-year 4-year 4-year 4-year 4-year education

Total $ 7,733 $11,762 $ 3,708 $ 6,361 $ 4,576 $ 7,312

Gender

Male 7,723 11,937 3,786 — 5,502 7,801

Female 7,740 11,591 3,650 6,140 4,111 6,935

Age when began at first institution

18 years or younger 7,744 11,743 3,862 6,630 4,524 8,151

19 years 6,718 12,618 3,497 — 4,914 6,133

20–29 years 8,710 — 3,503 — 4,491 5,357

30 years or older — — — — 4,562 5,208

Number of risk factors when began

 at first institution*

None 8,209 11,844 4,075 5,909 4,602 8,530

One6,557 12,226 3,626 — 4,458 7,037

Two8,528 — 3,027 — 5,280 5,958

Three or more 7,282 — 3,855 — 4,335 5,038

Socioeconomic status

Lowest quartile 7,186 9,458 3,588 — 3,978 5,028

Middle quartiles 7,988 12,619 3,346 6,276 4,831 7,254

Highest quartile 7,480 11,340 4,744 — 4,633 8,307

Race–ethnicity of student

American Indian/Alaskan Native — — — — — — 

Asian/Pacific Islander 10,669 13,044 — — — 10,078

Black, non-Hispanic 7,894 10,928 3,459 — 4,850 6,963

Hispanic 6,456 10,823 — — 4,571 6,211

White, non-Hispanic 7,576 11,884 3,679 6,882 4,567 7,335

Dependency status in 1989–90

Dependent 7,644 11,730 3,701 6,314 4,844 7,811

Independent 8,512 12,393 3,722 — 4,311 5,425

Income and dependency status in 1989–90

Dependent

Less than $20,000 7,368 12,168 3,624 — 4,377 7,029

$20,000–39,999 8,073 12,098 3,081 — 4,700 7,969

$40,000–59,999 7,800 11,633 4,455 — 6,112 8,509

$60,000 or more 6,237 10,684 — — — 7,826

Independent

Less than $10,000 8,928 — 2,893 — 4,201 5,310

$10,000–19,999 — — — — 4,298 5,947

$20,000 or more — — — — 4,722 4,880
144

Table 15.7—Average amount borrowed by 1989–90 beginning postsecondary students who ever borrowed from

any source as of spring 1994 according to level and control of last institution, by selected

demographic and institutional characteristics—Continued

Level and control of last institution

Private, Private, Total

Private, not-for- for- amount

not- Public profit profit borrowed

for- less- less- less- for

Public profit than- than- than- undergraduate

4-year 4-year 4-year 4-year 4-year education

Total costs in 1989–90

Less than $4,000 6,850 — 3,435 — 4,543 5,832

$4,000–7,999 7,759 9,294 3,422 — 3,936 6,614

$8,000–11,999 7,670 11,462 3,759 — 4,753 7,380

$12,000 or more 10,126 13,614 4,804 — 5,136 9,801

Academic year of last enrollment

1989–90 — — — — 3,990 3,487

1990–91 — — 3,049 — 4,241 4,061

1991–92 6,468 9,657 3,195 — 5,453 5,368

1992–93 8,114 12,662 — — — 9,882

1993–94 8,128 11,871 4,476 — 5,970 8,289

Persistence and attainment as of

 spring 1994

Attained degree 8,449 12,671 4,231 7,973 4,955 8,319

No degree, enrolled 8,184 11,002 4,417 — — 8,174

No degree, not enrolled 4,770 7,429 3,025 — 3,677 4,276

Highest degree attained

None 6,484 8,909 3,293 — 3,831 5,520

Certificate — — 2,913 7,717 4,436 4,301

Associate's degree 7,153 — 4,342 — 7,277 6,541

Bachelor's degree 8,929 12,814 — — — 10,584

—Too few cases for a reliable estimate.

Risk factors include delayed enrollment, being a GED recipient, being financially independent, having children, being a single *

parent, part time attendance, and working full time while enrolled.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
145

Table 15.8a—Percentage of 1989–90 beginning postsecondary students who owe on postsecondary loans

as of spring 1994 according to overall persistence and attainment, by selected demographic

and institutional characteristics

Overall persistence and attainment

Total who Attained No

owe on or degree,

postsecondary still no longer

loans enrolled enrolled

Total 29.7 36.3 18.0

Gender

Male 28.3 35.7 16.5

Female 30.9 36.7 19.4

Age when began at first institution

18 years or younger 32.9 37.1 21.0

19 years 29.9 38.0 19.1

20–29 years 27.5 36.0 19.2

30 years or older 15.1 25.6 8.4

Number of risk factors when began at first

 institution*

None 34.7 36.9 26.9

One29.8 36.4 17.5

Two33.6 46.5 18.0

Three or more 20.0 29.7 12.7

Socioeconomic status

Lowest quartile 26.0 38.2 15.4

Middle quartiles 34.5 42.8 21.4

Highest quartile 25.5 29.4 13.9

Race–ethnicity of student

American Indian/Alaskan Native — — — 

Asian/Pacific Islander 27.8 31.7 — 

Black, non-Hispanic 34.2 44.4 21.6

Hispanic 30.0 36.3 17.0

White, non-Hispanic 29.1 35.5 17.7

Parental education

Less than high school diploma 26.0 33.3 17.7

High school diploma 33.1 43.8 18.9

Some postsecondary 32.9 38.1 23.1

Bachelor's or higher 27.8 30.9 16.8

Dependency status in 1989–90

Dependent 32.5 37.4 20.5

Independent 22.2 31.5 14.4

Income and dependency status in 1989–90

Dependent

Less than $20,000 43.5 51.5 28.9

$20,000–39,999 38.2 45.6 22.6

$40,000–59,999 29.5 35.0 15.4

$60,000 or more 16.6 18.4 8.6

Independent

Less than $10,000 27.6 33.0 21.6

$10,000–19,999 26.5 38.3 16.9

$20,000 or more 12.2 22.7 6.1
146

Table 15.8a—Percentage of 1989–90 beginning postsecondary students who owe on postsecondary loans

as of spring 1994 according to overall persistence and attainment, by selected demographic

and institutional characteristics—Continued

Overall persistence and attainment

Total who Attained No

owe on or degree,

postsecondary still no longer

loans enrolled enrolled

Total costs in 1989–90

Less than $4,000 15.4 22.2 7.5

$4,000–7,999 32.8 35.9 26.4

$8,000–11,999 42.6 49.5 27.0

$12,000 or more 49.3 51.7 40.5

Level and control of last institution

4-year

Public 35.1 37.0 28.3

Private, not-for-profit 48.1 50.6 36.3

Private, for-profit — — — 

2-year

Public 10.5 14.9 7.4

Private, not-for-profit 38.4 42.0 26.9

Private, for-profit 58.7 66.6 50.0

Less-than-2-year

Public 16.1 15.3 17.1

Private, not-for-profit 18.8 — — 

Private, for-profit 50.8 55.0 39.6

Level of last institution

4-year 38.8 41.0 30.0

2-year 15.8 21.9 11.0

Less-than-2-year 42.7 47.3 32.4

Control of last institution

Public 22.3 28.7 12.9

Private, not-for-profit 46.9 49.6 34.8

Private, for-profit 52.9 57.6 43.7

Academic year of last enrollment

1989–90 14.3 40.2 9.7

1990–91 25.5 38.3 15.2

1991–92 28.3 36.6 21.3

1992–93 38.4 38.5 37.5

1993–94 34.5 34.9 32.0

Highest degree attained

None 20.4 27.4 18.0

Certificate 36.3 36.3 † 

Associate's degree 32.0 32.0 † 

Bachelor's degree 42.0 42.0 † 

—Too few cases for a reliable estimate.

†Not applicable.

Risk factors include delayed enrollment, being a GED recipient, being financially independent, having children, being a single *

parent, part time attendance, and working full time while enrolled.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
147

Table 15.8b—Average amount owed on postsecondary loans as of spring 1994 by 1989–90 beginning

postsecondary students according to overall persistence and attainments of spring 1994, by

selected demographic and institutional characteristics

Overall persistence and attainment

Average

amount Attained No

owed on or degree,

postsecondary still no longer

loans in 1994 enrolled enrolled

Total $ 6,887 $ 7,745 $ 3,804

Gender

Male 7,577 8,550 4,221

Female 6,366 7,147 3,471

Age when began at first institution

18 years or younger 7,798 8,439 4,559

19 years 5,673 6,794 2,706

20–29 years 4,808 5,589 3,401

30 years or older 4,300 5,263 2,447

Number of risk factors when began at first

 institution*

None 8,032 8,762 4,352

One6,997 7,693 4,326

Two5,555 6,188 3,580

Three or more 4,271 5,109 2,812

Socioeconomic status

Lowest quartile 4,577 4,936 3,803

Middle quartiles 6,690 7,732 3,442

Highest quartile 8,132 8,659 4,825

Race–ethnicity of student

American Indian/Alaskan Native — — — 

Asian/Pacific Islander 10,074 10,185 — 

Black, non-Hispanic 6,557 7,712 3,631

Hispanic 5,300 5,698 3,546

White, non-Hispanic 6,928 7,820 3,747

Parental education

Less than high school diploma 4,845 5,834 2,730

High school diploma 6,184 6,924 3,896

Some postsecondary 6,792 7,804 3,689

Bachelor's or higher 8,597 9,219 4,565

Dependency status in 1989–90

Dependent 7,424 8,165 4,101

Independent 4,865 5,767 3,219

Income and dependency status in 1989–90

Dependent

Less than $20,000 6,607 7,519 3,603

$20,000–39,999 7,499 8,277 4,210

$40,000–59,999 8,083 8,681 4,552

$60,000 or more 7,953 8,258 — 

Independent

Less than $10,000 4,776 5,675 3,247

$10,000–19,999 5,353 6,339 3,515

$20,000 or more 4,313 5,111 — 
148

Table 15.8b—Average amount owed on postsecondary loans as of spring 1994 by 1989–90 beginning

postsecondary students according to overall persistence and attainment, by selected demographic

and institutional characteristics—Continued

Overall persistence and attainment

Average

amount Attained No

owed on or degree,

postsecondary still no longer

loans in 1994 enrolled enrolled

Total costs in 1989–90

Less than $4,000 5,699 6,641 2,431

$4,000–7,999 6,322 7,133 3,999

$8,000–11,999 6,932 7,556 4,324

$12,000 or more 8,761 9,668 4,396

Level and control of last institution

4-year

Public 7,507 8,147 4,434

Private, not-for-profit 11,337 11,980 7,021

Private, for-profit — — — 

2-year

Public 3,229 3,657 2,612

Private, not-for-profit 5,820 6,602 — 

Private, for-profit 4,234 4,729 3,517

Less-than-2-year

Public — — — 

Private, not-for-profit — — — 

Private, for-profit 2,950 3,226 1,923

Level of last institution

4-year 8,860 9,545 5,183

2-year 3,741 4,273 2,921

Less-than-2-year 2,915 3,194 1,996

Control of last institution

Public 6,399 7,250 3,612

Private, not-for-profit 10,970 11,656 6,519

Private, for-profit 3,472 3,750 2,762

Academic year of last enrollment

1989–90 2,312 2,573 2,118

1990–91 2,854 3,031 2,493

1991–92 4,710 5,409 3,712

1992–93 9,289 9,996 5,681

1993–94 7,995 8,357 5,054

Highest degree attained

None 5,090 7,462 3,804

Certificate 3,250 3,250 † 

Associate's degree 5,630 5,630 † 

Bachelor's degree 10,355 10,355 † 

—Too few cases for a reliable estimate.

Risk factors include delayed enrollment, being a GED recipient, being financially independent, having children, being a single *

parent, part time attendance, and working full time while enrolled.

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
149

Table 15.9a—Percentage of 1989–90 beginning postsecondary students who borrowed for postsecondary

education according to loan repayment arrangements as of spring 1994, by selected demographic

and institutional characteristics

Currently Receiving

repaying help

educational making

loans payments

Total 51.6 16.9

Gender

Male 49.8 17.1

Female 52.9 16.8

Age when began at first institution

18 years or younger 46.4 20.2

19 years 55.6 19.1

20–29 years 68.6 10.0

30 years or older 71.6 8.7

Number of risk factors when began

 at first institution*

None 46.7 21.3

One47.3 19.0

Two62.7 13.2

Three or more 69.0 9.1

Socioeconomic status

Lowest quartile 61.3 7.1

Middle quartiles 54.3 15.8

Highest quartile 43.3 24.9

Race–ethnicity of student

American Indian/Alaskan Native — — 

Asian/Pacific Islander 37.5 26.5

Black, non-Hispanic 44.7 12.4

Hispanic 56.2 12.4

White, non-Hispanic 52.8 17.8

Dependency status in 1989–90

Dependent 46.8 20.0

Independent 70.3 8.7

Income and dependency status in 1989–90

Dependent

Less than $20,000 49.0 13.0

$20,000–39,999 46.4 21.4

$40,000–59,999 48.7 21.4

$60,000 or more 39.6 32.5

Independent

Less than $10,000 65.9 8.6

$10,000–19,999 76.2 5.9

$20,000 or more 73.4 14.1

Total costs in 1989–90

Less than $4,000 40.6 16.1

$4,000–7,999 45.0 18.1

$8,000–11,999 56.7 17.2

$12,000 or more 68.4 16.3
150

Table 15.9a—Percentage of 1989–90 beginning postsecondary students who borrowed for postsecondary

education according to loan repayment arrangements as of spring 1994, by selected demographic

and institutional characteristics—Continued

Currently Receiving

repaying help

educational making

loans payments

Amount borrowed for postsecondary education

Less than $5,000 56.7 14.9

$5,000–9,999 54.2 16.4

$10,000–14,999 45.9 17.0

$15,000–19,999 38.2 22.3

$20,000 or more 36.5 37.5

Amount owed on postsecondary loans

Less than $5,000 57.3 16.7

$5,000–9,999 51.4 16.3

$10,000–14,999 41.5 14.3

$15,000–19,999 34.2 19.2

$20,000 or more 29.8 35.8

Level and control of last institution

4-year

Public 34.3 22.4

Private, not-for-profit 50.4 19.3

Private, for-profit — — 

2-year

Public 69.0 12.4

Private, not-for-profit 51.6 4.3

Private, for-profit 76.8 15.3

Less-than-2-year

Public — — 

Private, not-for-profit — — 

Private, for-profit 81.8 10.2

Level of last institution

4-year 40.0 21.7

2-year 70.6 13.1

Less-than-2-year 81.9 12.1

Control of last institution

Public 43.0 19.3

Private, not-for-profit 50.7 18.4

Private, for-profit 78.8 13.3

Academic year of last enrollment

1989–90 78.6 10.1

1990–91 91.4 16.7

1991–92 76.0 12.0

1992–93 70.8 15.2

1993–94 28.8 25.1

Persistence and attainment as of spring 1994

Attained degree 52.1 17.7

No degree, enrolled 25.5 29.1

No degree, not enrolled 69.1 13.1
151

Table 15.9a—Percentage of 1989–90 beginning postsecondary students who borrowed for postsecondary

education according to loan repayment arrangements as of spring 1994, by selected demographic

and institutional characteristics—Continued

Currently Receiving

repaying help

educational making

loans payments

Highest degree attained

None 52.3 16.1

Certificate 80.2 10.8

Associate's degree 53.1 20.6

Bachelor's degree 41.1 21.7

—Too few cases for a reliable estimate.

Risk factors include delayed enrollment, being a GED recipient, being financially independent, having children, being a single *

parent, part time attendance, and working full time while enrolled.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
152

Table 15.9b—Percentage distribution of 1989–90 beginning postsecondary students who borrowed for postsecondary education and are currently

repaying loans according to average monthly loan payment as of spring 1994, by selected demographic and institutional characteristics

Less $200

than or

$50 $50–99 $100–149 $150–199 more

Total 8.1 54.5 20.3 8.9 8.3

Gender

Male 7.9 47.7 24.1 11.2 9.1

Female 8.2 59.4 17.6 7.2 7.6

Age when began at first institution

18 years or younger 9.4 47.3 23.6 8.0 11.7

19 years 7.3 70.3 8.9 8.1 5.4

20–29 years 6.3 58.2 23.3 9.4 2.8

30 years or older 7.2 72.9 9.4 8.2 2.3

Number of risk factors when began at

 first institution*

None 7.8 49.2 21.0 9.3 12.8

One8.5 54.4 22.8 6.0 8.4

Two12.5 57.0 20.5 7.6 2.4

Three or more 7.2 63.0 17.9 8.9 3.1

Socioeconomic status

Lowest quartile 4.3 67.6 16.7 7.7 3.7

Middle quartiles 10.1 52.4 21.3 9.5 6.8

Highest quartile 6.4 50.5 20.5 8.4 14.1

Race–ethnicity of student

American Indian/Alaskan Native — — — — — 

Asian/Pacific Islander 9.6 33.0 19.2 11.0 27.2

Black, non-Hispanic 15.0 56.8 10.3 11.6 6.3

Hispanic 3.5 56.2 26.5 10.8 2.9

White, non-Hispanic 7.8 55.2 20.5 8.3 8.2

Dependency status in 1989–90

Dependent 8.3 50.8 21.9 9.2 9.9

Independent 7.6 64.6 16.3 8.3 3.3
153

Table 15.9b—Percentage distribution of 1989–90 beginning postsecondary students who borrowed for postsecondary education and are currently

repaying loans, according to average monthly loan payment as of spring 1994, by selected demographic and institutional

characteristics—Continued

Less $200

than or

$50 $50–99 $100–149 $150–199 more

Income and dependency status in 1989–90

Dependent

Less than $20,000 7.1 58.3 19.6 8.1 7.0

$20,000–39,999 10.0 49.3 21.1 11.9 7.7

$40,000–59,999 6.3 44.0 26.1 7.2 16.4

$60,000 or more 10.2 49.3 22.5 6.3 11.7

Independent

Less than $10,000 10.2 56.0 21.7 8.9 3.2

$10,000–19,999 3.0 75.5 10.8 6.4 4.2

$20,000 or more 9.1 68.0 11.0 10.3 1.6

Total costs in 1989–90

Less than $4,000 11.0 48.8 26.4 9.6 4.3

$4,000–7,999 8.2 63.0 18.1 5.8 4.8

$8,000–11,999 7.0 57.3 20.3 6.2 9.1

$12,000 or more 7.2 46.0 19.5 13.8 13.5

Amount borrowed for postsecondary education

Less than $5,000 9.6 74.8 9.4 3.8 2.4

$5,000–9,999 8.0 49.2 34.1 6.0 2.7

$10,000–14,999 4.7 25.3 25.8 21.1 23.2

$15,000–19,999 5.5 23.2 20.8 22.0 28.5

$20,000 or more 4.3 9.3 17.3 30.9 38.2

Amount owed on postsecondary loans

Less than $5,000 8.8 67.9 14.8 5.5 3.1

$5,000–9,999 7.7 39.5 37.3 5.5 9.9

$10,000–14,999 4.9 25.1 22.1 27.9 20.0

$15,000–19,999 4.6 15.7 16.5 28.1 35.1

$20,000 or more 6.9 9.8 13.9 25.8 43.5

Level and control of last institution

4-year

Public 9.1 50.3 24.0 8.3 8.3

Private, not-for-profit 8.2 33.1 24.6 14.4 19.6

Private, for-profit — — — — — 

2-year

Public 10.1 74.4 9.2 3.0 3.4

Private, not-for-profit 0 55.3 10.2 2.6 31.9

Private, for-profit 8.5 55.8 25.4 8.1 2.3
154

Table 15.9b—Percentage distribution of 1989–90 beginning postsecondary students who borrowed for postsecondary education and are currently

repaying loans according to average monthly loan payment as of spring 1994, by selected demographic and institutional

characteristics—Continued

Less $200

than or

$50 $50–99 $100–149 $150–199 more

Less-than-2-year

Public — — — — — 

Private, not-for-profit — — — — — 

Private, for-profit 5.2 67.6 21.3 4.9 1.0

Level of last institution

4-year 8.7 42.9 24.2 10.9 13.4

2-year 9.0 66.4 15.4 4.9 4.2

Less-than-2-year 6.5 65.8 19.5 7.1 1.1

Control of last institution

Public 10.0 58.9 17.7 7.2 6.2

Private, not-for-profit 7.6 34.7 23.7 13.7 20.3

Private, for-profit 6.4 63.3 22.6 6.0 1.7

Academic year of last enrollment

1989–90 12.3 73.2 9.6 3.8 1.0

1990–91 8.9 66.6 19.8 4.1 0.7

1991–92 1.4 56.8 25.8 5.9 10.0

1992–93 2.8 35.7 30.1 13.3 18.1

1993–94 15.4 54.9 14.0 9.4 6.2

Persistence and attainment as of spring 1994

Attained degree 5.0 51.0 23.3 10.0 10.6

No degree, enrolled 37.7 47.1 8.5 2.9 3.8

No degree, not enrolled 9.6 63.6 16.9 5.5 4.3

Highest degree attained

None 14.7 60.6 15.4 5.1 4.3

Certificate 5.1 68.7 17.3 8.3 0.5

Associate's degree 6.2 63.4 15.8 4.7 10.0

Bachelor's degree 4.6 32.6 30.8 13.3 18.7

—Too few cases for a reliable estimate.

Risk factors include delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part time attendance, and working full time while enrolled.

*

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second Follow-up (BPS:90/94), Data Analysis S
Section 16

Marriage, Family Formation, Civic Participation,

and Further Education Activities
156

Section 16

Marriage, Family Formation, Civic Participation,

and Further Education

Marriage

More than one-quarter (26 percent) of students who began their postsecondary education in 1989–90

were married in spring of 1994. Of these students, more than half (56 percent) had been married

before entering postsecondary education, 20 percent had done so while enrolled; and 24 percent

had married after they left postsecondary education. (tables 16.1a–16.b)

Women were more likely than men to report being married in spring 1994 (31 percent compared with

20 percent), as well as to be separated, divorced, or widowed (9 percent compared with 4 percent).

(table 16.1a)

Older students and those with lower socioeconomic status (SES) were more likely to report being

married in spring 1994 and to have married before postsecondary education than their younger and

higher socioeconomic counterparts. (tables 16.1a–16.1b)

Bachelor's degree attainers were more likely to report being never married in spring 1994 (88

percent) than their counterparts who had not obtained a degree (61 percent) or those who had

obtained an associate's degree (72 percent) or a certificate (48 percent). (table 16.1a)

Family Formation

More than one-quarter (27 percent) of students reported having children by the spring of 1994. Of

these more than half (57 percent) had their first child before entering postsecondary education,

15 percent had them while enrolled, and 28 percent after their last term. (tables 16.2a–16.2b)

Female, older, and lower SES students were more likely to report having children, and more likely

to report having had their first child before entering postsecondary education. (tables

16.2a–16.2b)

Reflecting the different age distributions within institutional sectors, an inverse relationship

existed between level of first institution and the likelihood of having children in 1994. Those

who had enrolled in less-than-2-year institution in 1989–90 were five times as likely as those

who began in 4-year institutions (59 percent compared with 11 percent) to have children and were

also more likely to have had their first child before entering postsecondary education. (tables

16.2a–16.2b)
157

Civic Participation

Nearly one-third of all 1989–90 beginning postsecondary students reported having participated in

volunteer/community service in the past 2 years (32 percent), and a similar proportion reported

having done so in the spring of 1994 (31 percent). (table 16.3)

The types of volunteer/community organizations students most frequently reported working with in

the past 2 years were community or social action groups (26 percent), church groups (21 percent),

and youth organizations (21 percent). (table 16.3)

Those who had attained a bachelor's degree were more likely to report participating in

volunteer/community service in the past 2 years (48 percent) than their counterparts who did not

obtain a degree (26 percent) or had attained an associate's degree (29 percent) or a certificate

(26 percent). (table 16.3)

Three-quarters (75 percent) of 1989–90 beginning postsecondary students reported being

registered to vote as of spring 1994; 74 percent reported voting in a local, state, or national

election; and 71 percent voted in the 1992 presidential election. (tables 16.4a–16.4b)

Graduate School

Half (51 percent) of all students who had attained a bachelor's degree by June 1993 reported that

they intended to apply or had applied to graduate school; 11 percent had been accepted and

enrolled as of spring 1994. (table 16.5)

A positive relationship existed between the likelihood of attending graduate school and SES, with

13 percent of bachelor's degree holders from the highest quartile attending, compared with 9

percent of those from the middle and 5 percent of those from the lowest quartile. (table 16.5)

Twice as many bachelor's degree attainers who started in 4-year institutions went on to attend

graduate school (12 percent) than those who started in 2-year institutions (6 percent). (table

16.5)

Licensing Examinations

Fourteen percent of all 1989–90 beginning postsecondary students had taken licensing exams as of

the spring 1994. Among the most common exams reported were teachers (21 percent) and medical

licensing exams (22 percent). (table 16.6)

Although men and women were just about as likely to take licensing exams (13 percent compared with

15 percent), they differed in the type of licensing exams taken. Specifically, women were more

likely than men to report having taken teachers (29 percent compared with 11 percent), nursing

(15 percent compared with 2 percent), medical (27 percent compared with 15 percent), and

cosmetology (13 percent compared with 3 percent) licensing exams. On the other hand, men were

more likely than women to take business (18 percent compared with 7 percent) and engineering

exams (6 percent compared with 0.4 percent). (table 16.6)
158

Table 16.1a—Percentage distribution of 1989–90 beginning postsecondary students according to marital status

in spring 1994, by selected demographic and institutional characteristics

Divorced,

Never widowed,

married Married separated

Total 67.5 26.0 6.4

Gender

Male 76.7 19.7 3.6

Female 59.7 31.4 8.9

Age in 1994

24 years or younger 81.5 16.8 1.8

25–29 years 50.1 39.4 10.5

30–34 years 19.1 56.8 24.0

35 years or older 5.7 65.7 28.6

Number of risk factors when began at first

 institution*

None 84.2 14.6 1.2

One80.6 18.3 1.2

Two63.7 27.2 9.1

Three or more 28.7 52.3 19.0

Socioeconomic status

Lowest quartile 40.2 38.9 20.9

Middle quartiles 62.1 31.1 6.8

Highest quartile 83.6 15.6 0.9

Race–ethnicity of student

American Indian/Alaskan Native 74.7 13.8 11.5

Asian/Pacific Islander 79.5 20.1 0.4

Black, non-Hispanic 80.6 12.7 6.7

Hispanic 75.7 19.4 4.9

White, non-Hispanic 64.5 28.7 6.8

Parental education

Less than high school diploma 40.6 46.6 12.8

High school diploma 60.5 31.7 7.8

Some postsecondary 75.6 20.4 4.0

Bachelor's or higher 81.8 16.3 1.9

Level and control of first institution

4-year

Public 80.6 17.3 2.1

Private, not-for-profit 83.8 14.5 1.7

Private, for-profit — — — 

2-year

Public 60.9 31.4 7.7

Private, not-for-profit 71.3 26.7 2.1

Private, for-profit 46.1 40.6 13.3

Less-than-2-year

Public 35.1 44.2 20.7

Private, not-for-profit 53.2 37.8 9.1

Private, for-profit 39.5 40.2 20.3
159

Table 16.1a—Percentage distribution of 1989–90 beginning postsecondary students according to marital status

in spring 1994, by selected demographic and institutional characteristics—Continued

Divorced,

Never widowed,

married Married separated

Level of first institution

4-year 81.6 16.4 2.0

2-year 60.2 31.9 7.9

Less-than-2-year 39.0 41.0 20.0

Control of first institution

Public 67.9 26.3 5.8

Private, not-for-profit 81.8 16.3 1.9

Private, for-profit 42.0 40.3 17.7

Persistence and attainment as of spring 1994

Attained degree 74.3 21.4 4.3

No degree, enrolled 78.6 16.8 4.6

No degree, not enrolled 54.1 35.8 10.1

Highest degree attained

None 60.7 30.8 8.6

Certificate 48.4 39.8 11.8

Associate's degree 71.5 25.3 3.2

Bachelor's degree 88.3 10.7 1.0

—Too few cases for a reliable estimate.

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

*

time attendance, and working full time while enrolled.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
160

Table 16.1b—Percentage distribution of ever married 1989–90 beginning postsecondary students as of spring

1994 according to timing of marriage, by selected demographic and institutional characteristics

While

Before enrolled in

postsecondary postsecondary After

education education last term

Total 55.7 19.9 24.4

Gender

Male 53.5 19.4 27.1

Female 56.8 20.2 23.0

Age in 1994

24 years or younger 9.7 41.3 49.0

25–29 years 59.2 17.3 23.5

30–34 years 85.3 2.7 12.0

35 years or older 99.6 0 0.3

Number of risk factors when began at first

 institution*

None 4.8 48.7 46.5

One 7.2 35.1 57.7

Two 46.2 23.4 30.5

Three or more 83.5 6.2 10.3

Socioeconomic status

Lowest quartile 85.7 4.8 9.6

Middle quartiles 56.4 21.2 22.5

Highest quartile 10.8 38.3 50.8

Race–ethnicity of student

American Indian/Alaskan Native — — — 

Asian/Pacific Islander 59.8 17.5 22.7

Black, non-Hispanic 61.9 13.1 25.1

Hispanic 61.2 22.6 16.2

White, non-Hispanic 55.0 20.4 24.6

Marital status in 1994

Never married † † † 

Married 44.2 24.5 31.3

Divorced, widowed, separated 84.1 9.4 6.5

Parental education

Less than high school diploma 77.7 11.1 11.3

High school diploma 53.0 16.8 30.1

Some postsecondary 45.5 26.6 27.9

Bachelor's or higher 28.7 38.1 33.2

Level and control of first institution

4-year

Public 24.3 44.8 30.9

Private, not-for-profit 28.7 43.6 27.8

Private, for-profit — — — 

2-year

Public 62.7 13.5 23.8

Private, not-for-profit 23.2 38.0 38.8

Private, for-profit 52.6 15.6 31.8

Less-than-2-year

Public 66.9 11.9 21.2

Private, not-for-profit — — — 

Private, for-profit 64.7 7.5 27.8
161

Table 16.1b—Percentage distribution of ever married 1989–90 beginning postsecondary students as of spring 1994 according to timing of marriage, by selected demographic and institutional

characteristics—Continued

While

Before enrolled in

postsecondary postsecondary After

education education last term

Level of first institution

4-year 25.6 44.4 30.0

2-year 60.7 14.4 25.0

Less-than-2-year 65.5 8.7 25.8

Control of first institution

Public 54.0 20.7 25.3

Private, not-for-profit 30.3 41.0 28.7

Private, for-profit 60.5 10.3 29.2

Persistence and attainment as of spring 1994

Attained degree 47.1 27.3 25.6

No degree, enrolled 43.8 56.2 0

No degree, not enrolled 59.3 9.5 31.2

Highest degree attained

None 57.1 16.2 26.7

Certificate 64.0 14.1 22.0

Associate's degree 36.9 30.8 32.4

Bachelor's degree 20.2 53.2 26.6

—Too few cases for a reliable estimate.

†Not applicable.

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

*

time attendance, and working full time while enrolled.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
162

Table 16.2a—Percentage distribution of 1989–90 beginning postsecondary students according to the number

of children in spring 1994, by selected demographic and institutional characteristics

One

or

None more

Total 73.1 26.9

Gender

Male 81.2 18.8

Female 66.2 33.8

Age in 1994

24 years or younger 87.2 12.8

25–29 years 55.6 44.4

30–34 years 27.3 72.7

35 years or older 10.8 89.2

Number of risk factors when began at first

 institution*

None 90.5 9.5

One87.2 12.8

Two72.7 27.3

Three or more 31.4 68.6

Socioeconomic status

Lowest quartile 38.7 61.3

Middle quartiles 68.4 31.6

Highest quartile 91.1 8.9

Race–ethnicity of student

American Indian/Alaskan Native 81.7 18.3

Asian/Pacific Islander 84.6 15.4

Black, non-Hispanic 60.6 39.4

Hispanic 72.0 28.0

White, non-Hispanic 74.0 26.0

Marital status in 1994

Never married 92.7 7.3

Married 36.0 64.0

Divorced, widowed, separated 19.8 80.2

Parental education

Less than high school diploma 45.4 54.6

High school diploma 67.4 32.6

Some postsecondary 78.7 21.3

Bachelor's or higher 87.9 12.1

Level and control of first institution

4-year

Public 88.1 11.9

Private, not-for-profit 91.2 8.8

Private, for-profit — — 

2-year

Public 65.2 34.8

Private, not-for-profit 78.5 21.5

Private, for-profit 53.3 46.7

Less-than-2-year

Public 42.6 57.4

Private, not-for-profit 52.1 47.9

Private, for-profit 40.4 59.6
163

Table 16.2a—Percentage distribution of 1989–90 beginning postsecondary students according to the number

of children in spring 1994, by selected demographic and institutional characteristics—Continued

One

or

None more

Level of first institution

4-year 89.1 10.9

2-year 64.8 35.2

Less-than-2-year 41.3 58.7

Control of first institution

Public 73.5 26.5

Private, not-for-profit 89.1 10.9

Private, for-profit 45.3 54.7

Persistence and attainment as of spring 1994

Attained degree 80.8 19.2

No degree, enrolled 83.9 16.1

No degree, not enrolled 58.6 41.4

Highest degree attained

None 65.4 34.6

Certificate 51.6 48.4

Associate's degree 80.9 19.1

Bachelor's degree 95.2 4.8

—Too few cases for a reliable estimate.

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

*

time attendance, and working full time while enrolled.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
164

Table 16.2b—Percentage distribution of 1989–90 beginning postsecondary students who had children in

spring 1994 according to the timing of first child, by selected demographic and institutional

characteristics

While

Before enrolled in

postsecondary postsecondary After

education education last term

Total 57.3 15.2 27.5

Gender

Male 47.6 18.8 33.6

Female 61.9 13.4 24.7

Age in 1994

24 years or younger 11.5 30.0 58.4

25–29 years 54.5 18.0 27.5

30–34 years 82.2 6.4 11.4

35 years or older 98.3 0.1 1.6

Number of risk factors when began at first

 institution*

None 3.7 36.7 59.6

One6.1 26.4 67.5

Two44.0 21.6 34.5

Three or more 79.8 7.1 13.1

Socioeconomic status

Lowest quartile 78.1 5.9 15.9

Middle quartiles 54.7 18.8 26.5

Highest quartile 15.1 23.9 61.0

Race–ethnicity of student

American Indian/Alaskan Native — — — 

Asian/Pacific Islander 49.7 24.6 25.7

Black, non-Hispanic 52.2 21.3 26.4

Hispanic 48.5 27.6 23.9

White, non-Hispanic 59.5 12.6 27.9

Marital status in 1994

Never married 33.2 31.6 35.2

Married 55.2 13.9 30.9

Divorced, widowed, separated 84.2 7.2 8.6

Parental education

Less than high school diploma 72.9 6.0 21.1

High school diploma 53.5 14.2 32.3

Some postsecondary 46.6 21.5 31.9

Bachelor's or higher 33.2 32.6 34.2

Level and control of first institution

4-year

Public 30.3 35.7 34.0

Private, not-for-profit 36.3 33.1 30.6

Private, for-profit — — — 

2-year

Public 62.3 12.4 25.3

Private, not-for-profit 33.1 27.0 39.9

Private, for-profit 57.4 7.3 35.3
165

Table 16.2b—Percentage distribution of 1989–90 beginning postsecondary students who had children in

spring 1994 according to the timing of first child, by selected demographic and institutional

characteristics—Continued

While

Before enrolled in

postsecondary postsecondary After

education education last term

Less-than-2-year

Public 64.8 13.9 21.3

Private, not-for-profit 81.3 2.0 16.7

Private, for-profit 64.1 5.2 30.7

Level of first institution

4-year 31.9 35.0 33.1

2-year 61.2 12.2 26.6

Less-than-2-year 64.8 6.9 28.3

Control of first institution

Public 56.9 16.5 26.6

Private, not-for-profit 39.7 29.0 31.3

Private, for-profit 62.0 5.8 32.2

Persistence and attainment as of spring 1994

Attained degree 58.7 18.6 22.7

No degree, enrolled 45.3 54.3 0.4

No degree, not enrolled 57.2 7.3 35.5

Highest degree attained

None 55.8 13.1 31.1

Certificate 69.5 8.3 22.2

Associate's degree 47.5 23.9 28.6

Bachelor's degree 24.9 59.9 15.2

—Too few cases for a reliable estimate.

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

*

time attendance, and working full time while enrolled.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
166

Table 16.3—Percentage of 1989–90 beginning postsecondary students participating in volunteer/community service activities, and type of

volunteer/community service organizations involved with within the past 2 years, by selected demographic and institutional characteristics

Type of volunteer/community service organization

Participated Currently Community

in any volunteer/ doing any ctr/social Church/

community volunteer action/ church- Hospital/

service in work Service neighbor related nursing Youth Educational

last 2 years in 1994 organization group group home organization organization

Total 32.4 31.2 12.6 26.3 20.9 11.7 20.9 10.2

Gender

Male 30.1 28.2 13.1 23.1 18.8 9.2 23.8 7.9

Female 34.4 33.4 12.2 28.7 22.5 13.6 18.8 11.9

Age in 1994

24 years or younger 34.0 27.1 13.5 26.7 18.1 12.9 20.6 9.6

25–29 years 20.2 37.1 14.2 27.6 22.2 12.8 20.9 5.7

30–34 years 27.1 57.8 13.3 25.4 39.1 13.1 31.7 20.5

35 years or older 36.8 43.6 3.6 20.8 35.5 5.6 23.2 12.0

Number of risk factors when began at

 first institution*

None 35.9 26.0 13.5 27.5 19.2 12.4 18.2 9.4

One30.8 27.4 15.8 26.4 14.7 18.3 19.7 10.7

Two28.4 41.3 11.0 23.3 26.3 6.7 26.0 3.4

Three or more 28.8 40.8 8.9 23.7 29.6 7.8 28.0 13.4

Socioeconomic status

Lowest quartile 26.1 47.9 10.6 22.3 26.2 10.1 25.9 10.4

Middle quartiles 28.1 31.3 10.6 26.1 24.4 10.6 18.7 9.9

Highest quartile 39.7 27.1 14.7 27.4 16.8 13.1 21.5 10.4

Race–ethnicity of student

American Indian/Alaskan Native 40.6 — — — — — — — 

Asian/Pacific Islander 34.1 48.0 8.2 24.1 14.7 10.0 12.5 25.0

Black, non-Hispanic 27.1 36.3 6.5 27.6 28.4 9.1 29.3 12.3

Hispanic 28.4 32.8 12.4 19.7 20.7 6.4 14.2 12.0

White, non-Hispanic 33.3 30.0 13.5 27.1 20.5 12.6 20.8 9.2

Marital status in 1994

Never married 33.5 27.5 13.7 27.0 16.5 13.1 19.2 10.4

Married 30.5 37.3 10.3 23.8 33.7 6.8 24.3 9.6

Divorced, widowed, separated 29.6 46.3 9.8 30.2 15.9 17.5 26.1 7.8
167

Table 16.3—Percentage of 1989–90 beginning postsecondary students participating in volunteer/community service activities, and type of

volunteer/community service organizations involved with within the past 2 years, by selected demographic and institutional

characteristics—Continued

Type of volunteer/community service organization

Participated Currently Community

in any volunteer/ doing any ctr/social Church/

community volunteer action/ church- Hospital/

service in work Service neighbor related nursing Youth Educational

last 2 years in 1994 organization group group home organization organization

Parental education

Less than high school diploma 23.3 39.2 11.8 23.7 24.1 8.6 26.7 13.6

High school diploma 26.4 30.6 12.7 22.4 22.6 13.2 19.5 9.2

Some postsecondary 31.0 30.6 12.5 28.7 22.6 9.9 20.9 9.2

Bachelor's or higher 42.4 29.0 13.6 28.7 17.1 13.1 21.9 9.9

Level and control of first institution

4-year

Public 37.4 27.9 16.9 31.5 16.7 12.8 21.3 9.9

Private, not-for-profit 50.0 26.6 14.0 29.6 19.8 11.0 20.0 8.0

Private, for-profit — — — — — — — — 

2-year

Public 26.6 36.1 8.3 19.3 24.7 13.5 21.3 11.7

Private, not-for-profit 34.9 24.8 21.5 20.5 39.8 10.4 12.7 4.4

Private, for-profit 19.6 28.4 8.2 17.2 17.4 12.4 28.7 10.3

Less-than-2-year

Public 10.3 38.6 1.3 15.8 20.5 11.3 22.1 20.4

Private, not-for-profit 18.4 — — — — — — — 

Private, for-profit 21.0 40.5 7.3 29.7 30.2 3.1 32.2 9.9

Level of first institution

4-year 41.5 27.4 15.8 30.8 17.9 12.1 20.8 9.2

2-year 26.3 35.1 8.9 19.2 25.0 13.3 21.3 11.3

Less-than-2-year 18.5 39.3 6.3 27.3 29.7 4.0 29.8 10.9

Control of first institution

Public 30.3 32.2 12.4 25.1 20.9 13.1 21.3 11.0

Private, not-for-profit 47.7 26.4 14.5 28.8 21.7 10.9 19.2 7.7

Private, for-profit 20.5 36.1 7.6 25.2 25.5 6.5 31.0 10.1

Persistence and attainment as of

 spring 1994

Attained degree 37.9 27.7 12.5 27.1 18.0 12.3 22.7 10.6

No degree, enrolled 34.1 32.4 12.1 24.7 18.5 11.9 22.7 13.4

No degree, not enrolled 23.5 37.6 13.7 24.5 30.0 12.0 17.8 6.9
168

Table 16.3—Percentage of 1989–90 beginning postsecondary students participating in volunteer/community service activities, and type of

volunteer/community service organizations involved with within the past 2 years, by selected demographic and institutional

characteristics—Continued

Type of volunteer/community service organization

Participated Currently Community

in any volunteer/ doing any ctr/social Church/

community volunteer action/ church- Hospital/

service in work Service neighbor related nursing Youth Educational

last 2 years in 1994 organization group group home organization organization

Highest degree attained

None 26.4 35.8 13.1 24.6 26.0 11.9 19.5 9.2

Certificate 25.7 30.8 11.8 15.6 22.1 11.6 25.5 11.6

Associate's degree 29.0 26.6 3.3 17.8 19.0 11.9 29.1 5.3

Bachelor's degree 47.7 27.2 15.1 32.5 16.6 12.5 20.2 11.8

—Too few cases for a reliable estimate.

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part time attendance, and working full time while enrolled.

*

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second Follow-up (BPS:90/94), Data Analysis S
169

Table 16.4a—Percentage distribution of 1989–90 beginning postsecondary students according to current voter

registration status in spring 1994, by selected demographic and institutional characteristics

Previously

registered,

but not Not

Currently currently Never eligible

registered registered registered to register

Total 75.3 8.0 13.8 2.9

Gender

Male 76.0 8.8 12.1 3.1

Female 74.6 7.3 15.4 2.7

Age in 1994

24 years or younger 76.9 7.1 13.7 2.3

25–29 years 64.7 10.7 19.5 5.2

30–34 years 71.0 11.7 8.5 8.8

35 years or older 82.2 9.9 5.9 2.0

Number of risk factors when began at first 

 institution*

None 81.0 5.7 11.6 1.7

One73.8 8.6 14.4 3.3

Two63.9 10.2 19.8 6.1

Three or more 72.9 10.6 13.0 3.5

Socioeconomic status

Lowest quartile 65.9 9.9 15.1 9.1

Middle quartiles 74.6 7.6 15.1 2.7

Highest quartile 79.5 7.8 11.9 0.9

Race–ethnicity of student

American Indian/Alaskan Native 74.8 11.2 11.4 2.7

Asian/Pacific Islander 52.2 8.3 15.6 24.0

Black, non-Hispanic 80.7 4.4 11.9 3.0

Hispanic 60.9 6.8 19.3 12.9

White, non-Hispanic 77.3 8.5 13.5 0.8

Marital status in 1994

Never married 77.2 7.3 12.6 3.0

Married 74.8 9.3 13.3 2.7

Divorced, widowed, separated 73.4 11.2 14.5 0.9

Parental education

Less than high school diploma 65.4 10.7 15.9 8.0

High school diploma 71.9 9.2 16.7 2.2

Some postsecondary 79.1 6.2 13.3 1.4

Bachelor's or higher 78.8 7.2 11.0 2.9

Level and control of first institution

4-year

Public 80.1 6.9 11.0 2.0

Private, not-for-profit 80.9 6.1 10.5 2.5

Private, for-profit — — — — 

2-year

Public 74.1 8.5 14.2 3.3

Private, not-for-profit 76.5 5.5 14.3 3.8

Private, for-profit 65.0 8.9 22.8 3.3

Less-than-2-year

Public 76.0 9.1 12.7 2.2

Private, not-for-profit 70.7 6.9 5.5 17.0

Private, for-profit 62.7 13.8 19.4 4.1
170

Table 16.4a—Percentage distribution of 1989–90 beginning postsecondary students according to current 

voter registration status in spring 1994, by selected demographic and institutional

characteristics—Continued

Previously

registered,

but not Not

Currently currently Never eligible

registered registered registered to register

Level of first institution

4-year 80.3 6.7 10.9 2.1

2-year 73.5 8.4 14.8 3.3

Less-than-2-year 65.9 12.5 17.5 4.1

Control of first institution

Public 76.5 7.9 12.9 2.7

Private, not-for-profit 80.2 6.1 10.8 2.9

Private, for-profit 63.6 11.9 20.7 3.8

Persistence and attainment as of spring 1994

Attained degree 78.0 6.8 12.6 2.6

No degree, enrolled 78.6 4.9 11.9 4.5

No degree, not enrolled 71.3 10.8 15.0 2.9

Highest degree attained

None 73.2 9.3 14.2 3.3

Certificate 73.5 7.5 15.7 3.2

Associate's degree 75.6 7.0 15.1 2.3

Bachelor's degree 81.3 6.4 9.9 2.4

—Too few cases for a reliable estimate.

Risk factors include delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

*

time attendance, and working full time while enrolled.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
171

Table 16.4b—Percentage of 1989–90 beginning postsecondary students who recently voted, by selected

demographic and institutional characteristics

Voted in

local/state/ Voted

national in 1992

election presidential

since 2/92 election

Total 74.1 70.6

Gender

Male 72.5 69.2

Female 75.4 71.9

Age in 1994

24 years or younger 74.1 70.5

25–29 years 63.9 58.5

30–34 years 70.0 66.4

35 years or older 82.5 81.3

Number of risk factors when began at first

 institution*

None 77.1 73.3

One73.2 68.9

Two66.0 65.2

Three or more 70.6 67.3

Socioeconomic status

Lowest quartile 71.3 68.1

Middle quartiles 72.9 69.4

Highest quartile 76.1 72.8

Race–ethnicity of student

American Indian/Alaskan Native — — 

Asian/Pacific Islander 65.8 61.5

Black, non-Hispanic 73.9 70.2

Hispanic 66.3 59.0

White, non-Hispanic 75.0 72.1

Marital status in 1994

Never married 75.6 71.7

Married 71.2 68.5

Divorced, widowed, separated 69.5 68.1

Parental education

Less than high school diploma 70.2 64.6

High school diploma 68.2 64.6

Some postsecondary 77.1 73.9

Bachelor's or higher 77.1 74.1

Level and control of first institution

4-year

Public 79.7 76.1

Private, not-for-profit 79.6 76.0

Private, for profit — — 

2-year

Public 70.2 67.4

Private, not-for-profit 72.2 66.9

Private, for-profit 60.3 56.3

Less-than-2-year

Public 62.5 57.2

Private, not-for-profit 84.9 82.4

Private, for-profit 63.6 57.8
172

Table 16.4b—Percentage of 1989–90 beginning postsecondary students who recently voted, by selected

demographic and institutional characteristics—Continued

Voted in

local,state, Voted

national in 1992

election presidential

since 2/92 election

Level of first institution

4-year 79.7 76.1

2-year 69.6 66.6

Less-than-2-year 64.3 58.7

Control of first institution

Public 73.8 70.6

Private, not-for-profit 78.9 75.1

Private, for-profit 62.4 57.2

Persistence and attainment as of spring 1994

Attained degree 76.9 73.7

No degree, enrolled 79.6 75.1

No degree, not enrolled 66.6 63.1

Highest degree attained

None 70.1 66.4

Certificate 69.0 66.3

Associate's degree 74.1 71.5

Bachelor's degree 81.7 77.8

—Too few cases for a reliable estimate.

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

*

time attendance, and working full time while enrolled.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
173

Table 16.5—Percentage of 1989–1990 beginning postsecondary students who had attained a bachelor's degree

by June 1993 according to graduate school application and attendance, as of spring 1994, by

selected demographic and institutional characteristics

Applied or

intended to

apply to Attended

graduate graduate

school school

Bachelor's degree attainers by June 1993

Total 51.4 11.1

Gender

Male 48.1 11.1

Female 54.0 11.1

Age in 1994

24 years or younger 51.8 11.3

25–29 years 37.9 4.0

30–34 years — — 

35 years or older — — 

Number of risk factors when began at first

 institution*

None 50.8 11.6

One54.5 10.8

Two53.4 7.3

Three or more 36.3 5.2

Socioeconomic status

Lowest quartile 47.9 5.3

Middle quartiles 47.1 8.5

Highest quartile 53.8 12.8

Race–ethnicity of student

American Indian/Alaskan Native — — 

Asian/Pacific Islander 71.3 16.3

Black, non-Hispanic 68.1 6.6

Hispanic 59.9 12.0

White, non-Hispanic 48.4 11.0

Parental education

Less than high school diploma 40.8 1.7

High school diploma 43.0 7.7

Some postsecondary 50.1 11.4

Bachelor's or higher 55.7 13.0

Level of first institution

4-year 53.5 12.0

2-year 39.2 5.5

Less-than-2-year — — 

—Too few cases for a reliable estimate.

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

*

time attendance, and working full time while enrolled.
174

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
175

Table 16.6—Percentage of 1989–90 beginning postsecondary students who took licensing exams and percentage of exam takers according to the type

of licensing exam taken as of spring 1994, by selected demographic and institutional characteristics

Taken any

licensing Type of licensing exam taken

exams Teachers Nursing Medical Communication Business Cosmetology Engineering

Total Students who took licensing exams

Total 13.9 20.9 9.4 21.8 1.3 12.0 8.7 3.0

Gender

Male 13.0 10.6 2.3 15.0 1.9 18.3 2.8 6.4

Female 14.7 28.7 14.7 26.9 0.8 7.3 13.2 0.4

Age in 1994

24 years or younger 14.0 26.1 7.3 22.0 1.1 13.9 7.4 3.3

25–29 years 12.3 3.0 13.2 11.4 0 11.5 9.7 0

30–34 years 14.2 6.0 9.1 25.2 0.7 4.6 18.7 0

35 years or older 15.2 7.1 21.5 25.8 4.7 5.2 14.2 0

Number of risk factors when began at

 first institution*

None 13.9 34.3 5.5 15.2 0.5 15.4 6.7 4.0

One15.1 17.5 10.7 28.4 2.4 13.9 6.3 2.4

Two11.3 8.5 10.2 20.6 0.4 14.5 12.0 0

Three or more 14.0 4.6 15.1 25.6 2.0 4.9 14.2 0.6

Socioeconomic status

Lowest quartile 10.8 5.9 12.6 27.7 0.2 8.0 12.9 0.3

Middle quartiles 14.1 21.4 9.4 22.3 1.2 9.0 10.8 2.8

Highest quartile 14.9 24.3 8.4 19.7 1.6 16.4 5.3 4.0

Race–ethnicity of student

American Indian/Alaskan Native 17.3 — — — — — — — 

Asian/Pacific Islander 15.4 3.8 3.7 15.1 0 14.0 15.1 30.9

Black, non-Hispanic 8.3 21.1 1.9 31.8 0 11.6 16.0 0

Hispanic 9.9 14.0 1.2 4.6 0 30.4 0.9 1.6

White, non-Hispanic 14.9 22.4 10.8 22.8 1.5 10.8 8.5 1.9

Marital status in 1994

Never married 12.9 27.0 6.1 19.8 1.3 13.1 5.7 4.9

Married 16.7 14.0 16.9 23.1 1.8 11.6 14.4 0.4

Divorced, widowed, separated 17.0 5.2 7.7 32.8 0 3.1 7.1 0
176

Table 16.6—Percentage of 1989–90 beginning postsecondary students who took licensing exams and percentage of exam takers according to the type

of licensing exam taken as of spring 1994, by selected demographic and institutional characteristics—Continued

Taken any

licensing Type of licensing exam taken

exams Teachers Nursing Medical Communication Business Cosmetology Engineering

Total Students who took licensing exams

Parental education

Less than high school diploma 11.3 6.8 15.0 18.9 0 4.7 20.3 0

High school diploma 13.9 15.4 9.1 24.3 0.3 9.4 9.8 4.0

Some postsecondary 13.6 19.6 8.6 22.2 0.2 13.8 7.6 2.9

Bachelor's or higher 14.6 32.5 7.2 19.5 2.0 15.1 5.6 3.4

Level and control of first institution

4-year

Public 13.6 40.1 4.8 21.0 0.4 10.3 4.0 5.2

Private, not-for-profit 15.4 32.8 6.9 10.5 0.2 26.1 0.4 6.2

Private, for-profit — — — — — — — — 

2-year

Public 12.8 10.9 12.1 26.7 2.5 11.2 6.2 0

Private, not-for-profit 17.4 8.1 36.5 22.8 2.9 5.0 17.5 1.6

Private, for-profit 12.1 1.7 4.5 30.7 3.9 13.4 5.1 0

Less-than-2-year

Public 19.6 0 31.0 11.4 0 9.2 32.1 0

Private, not-for-profit 13.4 — — — — — — — 

Private, for-profit 19.2 0 6.5 17.5 0 0.9 45.5 0

Level of first institution

4-year 14.2 37.5 5.6 17.3 0.3 15.9 2.7 5.6

2-year 12.9 10.1 12.7 26.8 2.6 11.1 6.6 0.1

Less-than-2-year 19.1 0 11.9 16.3 0 3.2 41.3 0

Control of first institution

Public 13.3 22.0 9.9 23.9 1.6 10.8 6.2 2.0

Private, not-for-profit 15.5 29.1 10.6 12.3 0.5 23.3 2.5 5.5

Private, for-profit 16.6 0.5 5.9 21.1 1.1 4.3 34.8 0

Persistence and attainment as of

 spring 1994

Attained degree 20.5 23.9 11.9 18.7 1.6 10.5 10.0 3.3

No degree, enrolled 8.9 14.2 3.5 43.1 1.4 11.7 0 0

No degree, not enrolled 6.7 10.0 2.5 22.7 0.3 20.1 9.3 0
177

Table 16.6—Percentage of 1989–90 beginning postsecondary students who took licensing exams and percentage of exam takers according to the type

of licensing exam taken as of spring 1994, by selected demographic and institutional characteristics—Continued

Taken any

licensing Type of licensing exam taken

exams Teachers Nursing Medical Communication Business Cosmetology Engineering

Total Students who took licensing exams

Highest degree attained

None 7.3 11.4 2.8 29.3 0.7 17.4 6.3 0

Certificate 26.2 0 16.3 18.7 2.2 4.2 28.2 0

Associate's degree 19.9 1.4 22.2 40.7 3.7 3.2 0.7 0.6

Bachelor's degree 17.9 52.3 3.7 8.0 0.1 18.7 0.7 7.0

—Too few cases for a reliable estimate.

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part time attendance, and working *

full time while enrolled.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second Follow-up (BPS:90/94), Data Analysis S
Section 17

Employment Experiences
179

Section 17

Employment Experiences

Working While Enrolled

Ninety-two (92) percent of all students had worked at some time while enrolled in postsecondary

education and one-fifth (21 percent) of enrolled students had held two or more jobs

simultaneously. (table 17.1) 

The likelihood of working while enrolled increased as the level of the last institution attended

progressed from less-than-2-year to 2-year to 4-year. Specifically, students who started in 4-

year institutions were more likely to have worked while enrolled (96 percent) than those who

started in 2-year (90 percent) or less-than-2-year institutions (76 percent). Similarly,

students who started in 2-year institutions were more likely to have worked while enrolled than

those who started in less than 2-year institutions. (table 17.1)

Most recent job

In 1993, men and women were equally likely to report working in professional and sales

occupations (11 percent and 9 percent, respectively, were in professional occupations, and 7

percent each in sales). However, men were more likely than women to be employed as craftsmen (10

percent compared with 1 percent), laborers (7 percent compared with 2 percent), skilled

machinists (7 percent compared with 2 percent), and managers (17 percent compared with 13

percent). Women more commonly held clerical (36 percent compared with 14 percent) and service

jobs than did men (19 percent compared with 13 percent). (table 17.2)

As the level of the degree attained increased from none to a bachelor's degree, generally so did

the likelihood of working in a professional occupation in 1993. (table 17.2)

Eighty-two (82) percent of students reported overall satisfaction with their most recent job.

When asked about satisfaction with particular aspects of their work, more than three-quarters

reported that they were satisfied with the importance of the work (82 percent), the difficulty

and challenge of the work (76 percent), and their perceived job security/permanence (77 percent).

Less than two-thirds reported being satisfied with the promotion (63 percent) and further

educational opportunities (60 percent) the job afforded them. (table 17.3)

Unemployment Experiences

More than one-quarter (29 percent) of students reported experiencing at least one spell of

unemployment since 1989–90. (table 17.4)
180

Students were more likely to report being unemployed during 1992 than in any other year.

Specifically, 12 percent of students reported experiencing a period of unemployment during that

year as compared with 9 percent in 1990, 5 percent in 1991 and 8 percent in 1993. (table 17.5)

Bachelor's degree attainers were less likely to report being unemployed during postsecondary

education (23.3 percent) than those who did not attain any credential (31 percent) or who

attained a certificate (32 percent). They were also less likely to report receiving unemployment

compensation at some time since 1989–90 (BA/none—2 percent compared with 21 percent, BA/CT—

percent compared with 25 percent). However, since bachelor's degree attainers were enrolled

longer while working toward their degrees they spent less time in the labor market and thus were

less likely to be at risk for unemployment. (table 17.4)

Employment After Postsecondary Education

Students who did not attain a postsecondary credential (5 percent) and those who attained a

certificate (7 percent) were more likely to report delays of 12 or more months in obtaining

employment after they left postsecondary education than their counterparts who attained an

associate's (1 percent) or a bachelor's degree (0.4 percent). (table 17.6)

More than one-quarter of postsecondary students (26 percent) had asked family, friends, or

faculty for help in order to obtain their most recent principal job. Men were more likely to do so

than women (31 percent compared with 22 percent). On the other hand, women more commonly looke

through want ads (18 percent compared with 11 percent), went to the campus placement offices (6

percent compared with 4 percent), and submitted resumes and applications than did men (27 percent

compared with 20 percent). (table 17.7)

While more than three-quarters (77 percent) of all students reported that they were able to apply

the skills they had learned in school in their most recent principal job, 43 percent reported that

they could have obtained that job without their education. Furthermore, 35 percent reported that

their most recent job was different from the one for which they had prepared during postsecondary

education. Male students were more likely than female students to report holding a job that was

different from the one for which they had prepared during postsecondary education (45 percent

compared with 28 percent), as were bachelor's degree attainers (41 percent) compared with those

who had attained an associate's degree or a certificate (26 percent each). (table 17.8)
181

Table 17.1—Percentage of 1989–90 beginning postsecondary students who were employed while enrolled at

some time during postsecondary education, by selected demographic and institutional

characteristics

Had at Had

Ever least one Had at at least Held

worked co-op/ least one one job more than

while apprentice on-campus related to one job

enrolled job job studies simultaneously

Total 92.1 10.4 14.8 17.6 20.5

Gender

Male 93.6 10.1 13.3 15.8 20.1

Female 90.8 10.6 16.1 19.2 20.7

Academic year of last enrollment

1989–90 80.0 1.7 1.4 2.1 6.4

1990–91 81.2 3.5 3.8 8.1 10.7

1991–92 94.0 7.5 8.3 9.7 15.4

1992–93 96.8 19.6 27.8 27.9 27.4

1993–94 96.8 14.1 19.3 24.2 25.7

Age when began at first institution

18 years or younger 96.2 15.0 20.6 24.0 24.4

19 years 89.8 8.3 10.4 12.2 20.4

20–29 years 85.6 3.0 4.2 7.4 14.0

30 years or older 77.0 2.0 2.1 3.3 8.1

Number of risk factors when began at first

 institution1

None 95.6 16.0 23.9 26.2 21.8

One93.0 13.4 14.4 18.7 26.4

Two90.2 6.5 5.9 10.6 20.3

Three or more 85.1 1.9 3.6 5.8 13.7

Socioeconomic status

Lowest quartile 82.8 5.2 7.2 9.1 12.8

Middle quartiles 90.8 8.5 13.3 14.7 19.1

Highest quartile 97.1 14.4 19.2 23.8 24.7

Number of jobs held during PSE2

None — — — — —

One84.5 1.5 2.4 3.4 0

Two94.4 5.2 5.7 7.8 11.9

Three or more 97.4 15.4 22.5 26.1 30.7

Race–ethnicity of student

American Indian/Alaskan Native 95.0 5.6 12.3 7.7 28.0

Asian/Pacific Islander 87.7 15.4 21.8 30.8 21.1

Black, non-Hispanic 86.3 12.3 16.6 12.6 16.0

Hispanic 90.9 9.4 12.2 14.8 29.8

White, non-Hispanic 93.1 10.1 14.5 17.8 19.9

Level of last institution

4-year 96.2 18.1 26.7 27.5 26.2

2-year 90.2 4.7 4.8 9.5 17.0

Less-than-2-year 77.5 3.8 1.5 8.6 7.8
182

Table 17.1—Percentage of 1989–90 beginning postsecondary students who were employed while enrolled at

some time during postsecondary education, by selected demographic and institutional

characteristics—Continued

Had at Had

Ever least one Had at at least Held

worked co-op/ least one one job more than

while apprentice on-campus related to one job

enrolled job job studies simultaneously

Control of last institution

Public 92.9 10.5 13.9 17.7 21.6

Private, not-for-profit 95.0 19.8 31.4 28.0 25.3

Private, for-profit 80.6 3.8 1.9 8.2 7.6

Degree working toward at last institution

None 85.2 2.6 4.1 6.1 14.3

Certificate 81.8 4.1 3.0 7.1 10.8

Associate's degree 92.1 5.3 4.9 11.8 17.8

Bachelor's degree 96.5 17.1 25.5 26.1 26.4

Persistence and attainment as of spring 1994

Attained degree 93.2 15.9 20.8 25.6 23.8

No degree, enrolled 96.4 9.3 18.8 20.0 25.7

No degree, not enrolled 88.2 4.8 5.5 6.7 14.6

Highest degree attained

None 90.4 6.0 9.1 10.3 17.6

Certificate 83.4 4.9 3.7 11.1 12.6

Associate's degree 95.8 12.1 10.1 23.0 24.0

Bachelor's degree 97.1 23.0 33.8 33.7 29.2

—Too few cases for a reliable estimate.

†Not applicable.

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single 1

parent, part time attendance, and working full time while enrolled.

Postsecondary education. 2

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
183

Table 17.2—Percentage distribution of 1989–90 beginning postsecondary students according to their primary occupation in 1993, by selected

demographic and institutional characteristics

Services

including

Craftsman/ Manager/ Skilled protective Technical/

Clerical repair Laborer administrator machinist Professional Sales services computer Other

Total 25.5 5.2 4.3 15.0 4.5 9.8 7.2 16.0 5.6 6.8

Gender

Male 14.2 9.6 7.1 17.4 6.9 10.5 7.3 13.4 5.7 7.9

Female 35.8 1.2 1.8 12.8 2.3 9.3 7.1 18.5 5.4 5.8

Academic year of last enrollment

1989–90 22.7 9.1 6.2 14.8 11.5 5.0 4.2 15.6 3.9 7.0

1990–91 29.5 6.3 5.3 12.2 4.7 5.9 6.2 18.3 4.9 6.7

1991–92 22.8 8.1 3.8 23.0 2.8 7.6 6.5 14.0 5.3 6.2

1992–93 22.8 2.5 2.2 16.4 2.5 19.6 7.5 10.8 5.1 10.8

1993–94 28.1 3.8 4.6 13.2 3.6 9.6 9.1 16.3 6.6 5.2

Age when began at first institution

18 years or younger 27.5 2.9 4.5 15.2 2.7 10.9 8.4 15.6 5.7 6.7

19 years 22.0 7.9 3.4 15.8 2.8 9.1 9.4 19.1 4.8 5.7

20–29 years 20.7 11.3 5.0 12.1 11.0 5.9 4.7 16.7 6.5 6.1

30 years or older 24.4 6.8 3.6 19.0 8.4 10.7 1.4 13.8 5.0 6.9

Number of risk factors when began

 at first institution1

None 26.4 2.0 4.6 14.5 2.6 11.1 9.7 16.3 6.3 6.6

One24.8 5.3 4.6 14.7 5.1 10.8 6.8 16.5 5.0 6.4

Two25.1 11.4 3.4 20.7 1.8 6.1 7.0 15.5 3.4 5.6

Three or more 24.5 8.3 4.2 14.3 8.9 8.1 3.6 15.3 6.1 6.6

Socioeconomic status

Lowest quartile 25.0 6.0 3.8 14.3 8.9 8.5 5.6 17.1 4.7 6.2

Middle quartiles 25.6 6.5 5.4 14.6 4.4 8.0 6.9 15.9 5.9 6.8

Highest quartile 25.6 3.4 3.2 15.8 3.2 12.4 8.1 15.8 5.5 7.0

Number of jobs held during PSE2

None — — — — — — — — — — 

One25.4 7.3 3.7 20.9 5.1 8.0 4.7 13.0 5.9 6.0

Two25.5 6.8 4.4 14.1 5.3 8.9 6.5 15.4 5.8 7.2

Three or more 25.5 4.1 4.5 13.6 4.1 10.7 8.1 17.1 5.4 6.9
184

Table 17.2—Percentage distribution of 1989–90 beginning postsecondary students according to their primary occupation in 1993, by selected

demographic and institutional characteristics—Continued

Services

including

Craftsman/ Manager/ Skilled protective Technical/

Clerical repair Laborer administrator machinist Professional Sales services computer Other

Race–ethnicity of student

American Indian/Alaskan Native — — — — — — — — — — 

Asian/Pacific Islander 29.3 3.9 3.5 10.4 5.1 17.6 7.6 10.3 6.0 6.2

Black, non-Hispanic 29.8 1.3 5.0 10.8 4.7 7.3 8.6 23.6 2.0 6.9

Hispanic 39.6 6.4 2.9 14.4 5.2 6.7 7.7 11.2 2.5 3.4

White, non-Hispanic 23.7 5.5 4.3 15.7 4.4 10.1 6.9 16.0 6.3 7.2

Level of last institution

4–year 26.0 2.5 4.5 14.4 2.3 13.9 8.9 14.5 6.3 6.8

2-year 25.1 7.3 3.7 17.4 6.4 6.6 6.3 15.1 5.2 7.0

Less-than-2-year 25.8 9.6 7.2 7.8 8.4 4.7 4.2 24.4 4.6 3.3

Control of last institution

Public 24.9 5.2 4.2 15.5 4.5 9.2 7.6 16.0 5.8 7.1

Private, not-for-profit 25.8 2.2 3.9 15.2 2.8 17.4 8.3 11.8 6.2 6.4

Private, for-profit 30.1 9.2 6.2 11.5 8.1 5.0 4.2 19.1 3.7 3.0

Degree working toward at last institution

None 28.5 7.1 4.9 16.1 6.2 6.1 2.0 12.9 3.7 12.4

Certificate 25.8 7.6 5.9 11.8 9.4 5.2 4.2 21.2 5.3 3.7

Associate's degree 25.4 6.6 3.7 15.7 5.8 8.1 7.2 14.8 6.2 6.5

Bachelor's degree 25.2 2.9 4.2 15.8 2.1 12.5 9.2 15.2 5.9 6.9

Persistence and attainment as of spring 1994

Attained degree 25.5 3.8 3.3 13.5 3.1 13.7 6.7 17.3 7.2 5.9

No degree, enrolled 28.9 3.5 5.1 13.3 4.0 6.3 10.5 17.7 6.2 4.5

No degree, not enrolled 24.2 7.7 5.6 18.0 6.8 5.8 6.9 13.7 3.4 7.9

Highest degree attained

None 25.4 6.6 5.5 16.8 6.1 5.9 7.9 14.8 4.1 7.0

Certificate 23.8 10.2 5.2 8.6 5.8 6.7 4.6 25.0 6.7 3.3

Associate's degree 27.6 2.9 2.5 15.8 3.8 11.7 5.6 17.5 8.1 4.7

Bachelor's degree 25.5 1.1 2.7 14.9 1.5 18.0 8.2 13.4 7.0 7.7

—Too few cases for a reliable estimate.

Risk factors include delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part time attendance, and working 1

full time while enrolled.

Postsecondary education. 2

NOTE: Includes all students employed in 1993.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second Follow-up (BPS:90/94), Data Analysis S
185

Table 17.3—Percentage of 1989–90 beginning postsecondary students reporting satisfaction with aspects of

their most recent job, by selected demographic and institutional characteristics

Job Promo- Further Difficulty/

Pay security/ tion educational Import- challenge Overall

& fringe perma- oppor- oppor- ance of satisbenefits nence tunity tunities of work work faction

Total 72.2 77.4 63.1 60.0 81.5 76.0 82.3

Gender

Male 74.1 77.2 65.6 60.0 79.4 77.8 82.0

Female 70.6 77.5 60.9 60.0 83.3 74.5 82.5

Academic year of last enrollment

1989–90 73.4 77.8 67.1 60.5 83.7 78.2 82.5

1990–91 72.3 78.4 60.0 58.3 83.2 75.3 83.9

1991–92 72.0 75.6 61.6 57.3 80.6 74.0 82.9

1992–93 71.6 77.7 63.8 61.2 81.1 78.0 82.0

1993–94 73.0 79.2 63.2 61.8 80.1 77.5 81.8

Age when began at first institution

18 years or younger 72.3 79.9 64.4 59.6 79.5 76.8 81.5

19 years 73.1 74.1 62.0 58.8 80.6 74.2 79.7

20–29 years 74.3 74.5 61.5 59.3 83.5 73.3 82.4

30 years or older 70.6 73.8 60.0 64.8 87.2 80.0 86.7

Number of risk factors when began at

 first institution1

None 73.6 78.6 65.7 61.0 78.9 75.1 82.3

One70.4 77.3 62.6 61.1 80.7 75.4 80.8

Two70.5 80.5 69.2 53.7 83.9 80.8 81.1

Three or more 73.9 74.4 57.8 60.8 83.8 75.7 83.1

Socioeconomic status

Lowest quartile 68.2 73.6 57.7 60.3 83.3 75.9 81.2

Middle quartiles 72.9 76.8 63.3 60.2 82.1 76.7 80.8

Highest quartile 73.1 80.0 65.4 59.7 79.9 75.2 84.7

Number of jobs held during PSE2

None — — — — — — — 

One82.1 87.0 72.7 68.0 85.8 77.7 86.1

Two69.4 74.5 64.7 62.8 83.5 78.5 82.6

Three or more 69.6 74.9 58.8 55.8 79.1 74.4 80.7

Race–ethnicity of student

American Indian/Alaskan Native — — — — — — — 

Asian/Pacific Islander 79.4 73.2 60.9 54.9 85.3 72.5 88.3

Black, non-Hispanic 61.8 66.6 61.5 56.8 80.2 70.6 76.0

Hispanic 79.5 80.3 56.8 58.4 81.2 71.2 81.4

White, non-Hispanic 72.2 78.4 63.9 60.7 81.7 77.3 82.9

Level of last institution

4-year 69.6 76.1 61.0 57.6 75.4 71.4 78.9

2-year 73.9 79.9 65.4 62.7 84.1 78.8 83.9

Less-than-2-year 75.0 68.8 57.2 55.6 85.9 76.5 82.4

Control of last institution

Public 72.5 78.1 63.1 60.0 81.4 75.9 82.4

Private, not-for-profit 72.1 78.3 64.5 62.6 76.2 73.7 80.1

Private, for-profit 73.2 70.9 59.9 58.0 85.4 77.6 81.4
186

Table 17.3—Percentage of 1989–90 beginning postsecondary students reporting satisfaction with aspects of

their most recent job, by selected demographic and institutional characteristics—Continued

Job Promo- Further Difficulty/

Pay security/ tion educational Import- challenge Overall

& fringe perma- oppor- oppor- ance of satisbenefits nence tunity tunities of work work faction

Degree working toward at last

 institution

None 80.1 78.9 65.9 68.8 84.6 78.5 82.2

Certificate 76.6 73.5 64.7 61.0 87.4 83.3 84.6

Associate's degree 72.2 78.8 61.4 61.1 81.5 75.8 83.3

Bachelor's degree 69.6 77.1 62.2 57.5 77.2 71.9 79.9

Persistence and attainment as of

 spring 1994

Attained degree 73.2 75.0 62.3 62.1 82.5 77.2 82.4

No degree, enrolled 77.5 75.1 58.1 64.5 77.8 68.3 80.5

No degree, not enrolled 71.4 79.6 64.4 57.5 81.0 76.2 82.0

Highest degree attained

None 72.2 79.0 63.5 58.4 80.6 75.2 81.8

Certificate 75.3 74.6 60.2 62.3 87.8 79.3 85.2

Associate's degree 73.9 75.9 64.5 67.8 86.5 82.4 85.5

Bachelor's degree 70.7 74.9 62.8 58.4 75.1 72.1 77.9

—Too few cases for a reliable estimate.

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single parent, part

1

time attendance and working full time while enrolled.

Postsecondary education. 2

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
187

Table 17.4—Percentage of 1989–90 beginning postsecondary students who were ever unemployed and average

duration of unemployment as of spring 1994, by selected demographic and institutional

characteristics

Total

ever Ever Average

unemployed received duration of

through unemployment unemployment

1994 compensation in weeks1

Total 28.7 16.1 9.4

Gender

Male 28.5 15.8 9.0

Female 28.8 16.3 9.7

Academic year of last enrollment

1989–90 36.4 22.6 12.1

1990–91 31.2 29.0 9.4

1991–92 32.2 14.0 9.1

1992–93 27.0 7.5 8.7

1993–94 26.5 17.3 7.5

Age when began at first institution

18 years or younger 27.2 10.2 8.1

19 years 31.9 18.6 9.6

20–29 years 32.7 26.9 11.7

30 years or older 27.1 31.5 11.9

Number of risk factors when began at

 first institution2

None 28.3 7.2 8.1

One28.6 14.3 9.0

Two28.6 27.8 10.1

Three or more 29.6 28.9 11.4

Socioeconomic status

Lowest quartile 35.6 29.6 13.4

Middle quartiles 28.7 13.8 9.7

Highest quartile 26.2 12.3 7.1

Number of jobs held during PSE3

None 30.8 1.3 35.1

One18.6 19.9 15.4

Two26.1 16.8 10.5

Three or more 32.8 15.7 7.0

Race–ethnicity of student

American Indian/Alaskan Native 48.7 — — 

Asian/Pacific Islander 24.5 7.5 12.9

Black, non-Hispanic 40.0 14.1 13.6

Hispanic 28.4 16.3 11.0

White, non-Hispanic 27.4 16.4 8.3

Level of last institution

4-year 25.5 9.2 8.5

2-year 29.4 19.9 8.8

Less-than-2-year 40.8 29.5 13.8
188

Table 17.4—Percentage of 1989–90 beginning postsecondary students who were ever unemployed and average

duration of unemployment as of spring 1994, by selected demographic and institutional

characteristics—Continued

Total

ever Ever Average

unemployed received duration of

through unemployment unemployment

1994 compensation in weeks1

Control of last institution

Public 27.6 16.5 8.8

Private, not-for-profit 25.2 6.8 9.0

Private, for-profit 39.9 25.4 12.6

Degree working toward at last institution

None 33.1 18.7 11.6

Certificate 35.8 27.1 11.0

Associate's degree 32.1 22.8 9.1

Bachelor's degree 24.4 7.2 8.3

Persistence and attainment as of spring 1994

Attained degree 26.9 12.0 9.0

No degree, enrolled 23.6 14.1 8.8

No degree, not enrolled 33.1 22.1 9.9

Highest degree attained

None 30.6 20.5 9.6

Certificate 32.4 24.5 10.4

Associate's degree 28.9 13.9 7.8

Bachelor's degree 23.3 2.3 8.7

—Too few cases for a reliable estimate.

Includes only those who were unemployed. Unemployment is defined as having no job but actively seeking work. 1

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single 2

parent, part time attendance, and working full time while enrolled.

Postsecondary education. 3

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
189

Table 17.5—Percentage of 1989–90 beginning postsecondary students who were ever unemployed during

calendar years 1990 through 1993, by selected demographic and institutional characteristics

Unemployed Unemployed Unemployed Unemployed

during during during during

1990 1991 1992 1993

Total 9.1 4.9 12.1 8.0

Gender

Male 9.4 5.1 12.0 7.2

Female 8.9 4.6 12.1 8.7

Academic year of last enrollment

1989–90 21.7 9.9 12.3 5.3

1990–91 11.8 12.6 10.4 6.9

1991–92 10.6 3.2 17.2 6.4

1992–93 3.5 1.9 12.7 12.3

1993–94 5.6 2.8 9.3 10.2

Age when began at first institution

18 years or younger 6.9 3.6 11.4 8.9

19 years 12.0 7.7 13.3 8.7

20–29 years 14.1 7.8 14.3 5.6

30 years or older 11.1 5.3 12.8 6.2

Number of risk factors when began

 at first institution1

None 5.5 4.0 13.1 9.8

One9.9 3.9 11.1 8.3

Two14.2 5.6 8.8 5.6

Three or more 12.5 7.3 13.3 5.7

Socioeconomic status

Lowest quartile 16.6 6.9 16.4 8.0

Middle quartiles 9.7 4.8 12.3 7.0

Highest quartile 5.9 4.2 10.3 9.1

Number of jobs held during PSE2

None 10.4 0 20.4 0.0

One8.6 0.5 6.7 2.7

Two10.6 4.9 10.0 6.8

Three or more 8.8 6.5 14.3 10.5

Race–ethnicity of student

American Indian/Alaskan Native 23.5 4.3 19.6 5.5

Asian/Pacific Islander 4.4 1.8 10.8 9.8

Black, non-Hispanic 15.8 7.5 20.2 9.2

Hispanic 8.9 3.3 14.8 6.7

White, non-Hispanic 8.5 4.9 10.9 7.9

Level of last institution

4-year 4.3 2.8 12.3 8.9

2-year 11.3 6.1 10.9 7.3

Less-than-2-year 23.0 10.1 16.8 7.8

Control of last institution

Public 8.4 4.4 12.0 8.1

Private, not-for-profit 4.7 2.9 10.7 9.2

Private, for-profit 19.2 10.8 15.1 7.1
190

Table 17.5—Percentage of 1989–90 beginning postsecondary students who were ever unemployed during

calendar years 1990 through 1993, by selected demographic and institutional

characteristics—Continued

Unemployed Unemployed Unemployed Unemployed

during during during during

1990 1991 1992 1993

Degree working toward at last institution

None 18.3 8.0 16.0 6.6

Certificate 16.6 8.1 14.9 6.9

Associate's degree 11.4 5.9 11.3 9.3

Bachelor's degree 4.5 2.7 11.6 8.3

Persistence and attainment as of spring 1994

Attained degree 6.7 2.9 12.6 8.5

No degree, enrolled 4.6 3.9 12.7 7.9

No degree, not enrolled 14.1 8.2 11.5 7.4

Highest degree attained as of spring 1994

None 11.6 7.0 11.8 7.5

Certificate 16.8 7.2 13.1 6.0

Associate's degree 4.6 2.7 15.0 9.7

Bachelor's degree 2.6 0.9 11.4 9.3

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single 1

parent, part time attendance, and working full time while enrolled.

Postsecondary education. 2

NOTE: Includes only those who were unemployed. Unemployment is defined as having no job but actively seeking work.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
191

Table 17.6—Percentage distribution of 1989–90 beginning postsecondary students according to the number

of months after leaving postsecondary education before obtaining first principal job, by selected

demographic and institutional characteristics

Less More

than than

1 1–3 3–6 6–9 9–12 12

month months months months months months1

Total 85.2 4.4 3.3 1.8 1.5 3.7

Gender

Male 87.2 3.6 2.7 2.0 1.5 3.1

Female 83.6 5.1 3.9 1.6 1.5 4.3

Academic year of last enrollment

1989–90 83.1 3.4 3.5 1.7 2.4 5.9

1990–91 71.3 6.2 6.2 3.2 3.1 10.2

1991–92 83.7 4.2 3.2 3.3 1.9 3.6

1992–93 86.5 7.9 3.9 1.2 0.4 0.2

1993–94 98.7 1.1 0.2 † † † 

Age when began at first institution

18 years or younger 87.0 5.1 3.6 1.2 1.2 2.0

19 years 77.6 5.1 3.3 4.6 1.7 7.6

20–29 years 85.3 3.4 1.4 1.6 2.9 5.4

30 years or older 80.6 3.4 5.9 2.7 0.9 6.5

Number of risk factors when began at

 first institution2

None 85.2 5.9 4.4 1.6 0.3 2.6

One85.9 3.7 1.8 2.3 2.2 4.0

Two81.8 7.3 3.1 1.9 1.0 4.9

Three or more 84.5 2.5 3.4 1.9 2.8 4.9

Socioeconomic status

Lowest quartile 79.3 2.4 3.9 2.0 2.6 9.7

Middle quartiles 84.3 4.7 3.9 2.1 1.7 3.3

Highest quartile 89.2 4.9 2.3 1.4 0.7 1.6

Number of jobs held during PSE3

None — — — — — — 

One82.9 2.9 3.3 2.8 2.0 6.2

Two82.8 4.3 3.0 2.1 3.5 4.4

Three or more 87.1 5.0 3.5 1.4 0.4 2.5

Race–ethnicity of student

American Indian/Alaskan Native — — — — — — 

Asian/Pacific Islander 84.6 4.1 2.3 0.4 0 8.6

Black, non-Hispanic 72.4 6.2 3.5 4.4 2.3 11.3

Hispanic 80.1 4.5 6.7 4.9 2.0 1.8

White, non-Hispanic 87.3 4.2 3.0 1.3 1.3 2.9

Level of last institution

4-year 87.8 5.8 2.7 1.4 0.4 1.9

2-year 85.0 2.8 3.5 2.2 1.8 4.6

Less-than-2-year 74.7 7.3 5.0 2.0 3.8 7.2

Control of last institution

Public 86.7 3.4 3.3 1.7 1.2 3.8

Private, not-for-profit 83.4 9.1 3.4 1.5 0.5 2.0

Private, for-profit 76.5 5.8 4.3 3.1 4.0 6.3
192

Table 17.6—Percentage distribution of 1989–90 beginning postsecondary students according to the number

of months after leaving postsecondary education before obtaining first principal job, by selected

demographic and institutional characteristics—Continued

Less More

than than

1 1–3 3–6 6–9 9–12 12

month months months months months months1

Degree working toward at last institution

None 89.4 3.5 3.3 1.2 0.1 2.5

Certificate 79.0 5.4 3.0 1.9 3.0 7.8

Associate's degree 84.9 3.1 3.3 2.5 1.4 4.9

Bachelor's degree 86.9 5.7 3.5 1.7 0.8 1.4

Persistence and attainment as of

 spring 1994

Attained degree 84.5 6.0 4.0 1.4 1.4 2.7

No degree, enrolled † † † † † † 

No degree, not enrolled 85.0 3.2 2.8 2.3 1.7 4.9

Highest degree attained

None 85.0 3.2 2.8 2.3 1.7 4.9

Certificate 76.0 6.3 5.6 1.8 3.4 6.9

Associate's degree 92.7 2.1 2.7 0.9 0.6 1.1

Bachelor's degree 87.3 7.5 3.3 1.3 0.2 0.4

—Too few cases for a reliable estimate.

†Not applicable.

Includes students who have not obtained their first principal job. 1

Risk factors include delayed enrollment, being a GED recipient, being financially independent, having children, being a single 2

parent, part time attendance, and working full time while enrolled.

Postsecondary education. 3

NOTE: Does not include students who are still enrolled in postsecondary education.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
193

Table 17.7—Percentage of 1989–90 beginning postsecondary students according to actions taken to obtain their

most recent principal job as of spring 1994, by selected demographic and institutional

characteristics

Asked

Looked family, Asked for Went to Sent

through friends, interview campus resume,

want or to determine placement submitted

ads faculty opportunity office application

Total 14.9 26.2 19.0 5.0 23.4

Gender

Male 11.3 30.7 20.6 3.8 19.7

Female 18.0 22.2 17.6 6.0 26.7

Academic year of last enrollment

1989–90 13.1 32.1 18.6 1.9 21.4

1990–91 17.8 23.2 17.8 5.7 23.3

1991–92 16.2 22.7 19.4 3.1 26.9

1992–93 14.6 26.7 21.9 8.4 25.9

1993–94 13.4 25.5 16.7 5.8 18.9

Age when began at first institution

18 years or younger 15.0 28.4 19.7 6.3 23.5

19 years 17.8 26.9 21.3 4.1 28.2

20–29 years 15.3 24.3 20.0 3.3 19.9

30 years or older 11.2 21.6 11.5 1.6 24.1

Number of risk factors when began

 at first institution1

None 16.3 29.1 18.6 6.5 23.6

One17.2 27.8 22.5 6.5 28.0

Two11.5 27.2 18.2 2.7 22.4

Three or more 13.2 22.4 17.3 2.6 20.5

Socioeconomic status

Lowest quartile 17.6 25.1 16.2 2.9 25.1

Middle quartiles 13.0 26.5 18.9 4.3 22.6

Highest quartile 16.0 26.3 20.6 6.9 23.6

Number of jobs held during PSE2

None— — — — — 

One8.9 25.9 15.4 3.2 23.7

Two13.0 26.4 17.9 4.7 23.8

Three or more 17.8 26.2 20.8 5.7 23.1

Race–ethnicity of student

American Indian/Alaskan Native — — — — — 

Asian/Pacific Islander 20.2 26.3 15.9 11.3 10.3

Black, non-Hispanic 15.9 23.6 15.0 3.3 29.3

Hispanic 15.1 26.5 24.9 9.4 27.1

White, non-Hispanic 14.5 26.4 19.0 4.6 22.8

Level of last institution

4-year 13.9 27.5 19.4 6.6 26.4

2-year 14.7 26.3 19.7 3.3 21.2

Less-than-2-year 19.0 25.1 16.3 5.9 23.7
194

Table 17.7—Percentage of 1989–90 beginning postsecondary students according to actions taken to obtain their

most recent principal job as of spring 1994, by selected demographic and institutional

characteristics—Continued

Asked Went

Looked family, Asked for to Sent

through friends, interview campus resume,

want or to determine placement submitted

ads faculty opportunity office application

Control of last institution

Public 14.8 26.6 19.5 3.7 22.3

Private, not-for-profit 14.3 27.4 18.2 8.9 27.4

Private, for-profit 16.8 25.5 18.4 6.5 24.6

Degree working toward at last institution

None 15.8 24.1 21.8 2.4 21.7

Certificate 15.8 21.6 17.7 4.4 25.4

Associate's degree 15.6 26.7 18.3 4.0 21.8

Bachelor's degree 14.4 29.6 20.6 5.8 24.1

Persistence and attainment as of spring 1994

Attained degree 15.4 25.0 18.7 9.0 24.2

No degree, enrolled † † † † † 

No degree, not enrolled 14.5 27.8 19.2 1.3 22.8

Highest degree attained

None 14.5 27.8 19.2 1.3 22.8

Certificate 18.1 24.0 16.4 6.7 22.3

Associate's degree 15.1 23.3 19.2 9.1 22.0

Bachelor's degree 13.2 26.8 20.7 11.2 27.2

—Too few cases for a reliable estimate.

†Not applicable.

Risk factors include delayed enrollment, being a GED recipient, being financially independent, having children, being a single 1

parent, part time attendance, and working full time while enrolled.

Postsecondary education. 2

NOTE: Does not include students who are still enrolled or have not obtained a principal job as of spring 1994.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
195

Table 17.8—Percentage of 1989–90 beginning postsecondary students according to relationship between their

most recent principal job and their postsecondary education, by selected demographic and

institutional characteristics

Could Job Job

Able to have different used

apply obtained from tools and

skills job education equipment

learned without and trained

in PSE education training to use 1

Total 77.0 43.1 35.2 85.2

Gender

Male 73.3 47.0 45.4 79.1

Female 79.8 40.1 27.5 89.8

Academic year of last enrollment

1989–90 73.8 53.5 36.3 85.1

1990–91 78.1 44.8 37.4 83.6

1991–92 73.2 43.5 30.0 79.5

1992–93 79.5 30.4 39.1 90.7

1993–94 79.8 48.0 29.7 83.8

Age when began at first institution

18 years or younger 73.9 42.1 40.1 83.9

19 years 84.7 44.0 34.0 84.2

20–29 years 74.4 47.1 32.8 85.5

30 years or older 84.1 40.8 20.7 88.9

Number of risk factors when began

 at first institution2

None 74.1 37.5 43.6 84.4

One73.2 49.2 36.5 82.7

Two86.7 37.4 23.6 86.8

Three or more 78.3 48.0 28.3 86.5

Socioeconomic status

Lowest quartile 80.4 49.8 27.8 83.5

Middle quartiles 77.2 42.8 33.1 84.8

Highest quartile 74.9 40.0 41.8 86.6

Number of jobs held during PSE1

None — — — — 

One79.3 54.8 33.3 84.3

Two79.5 40.5 32.9 84.9

Three or more 74.9 39.1 37.1 85.8

Race–ethnicity of student

American Indian/Alaskan Native — — — — 

Asian/Pacific Islander 84.4 40.9 28.5 95.2

Black, non-Hispanic 70.7 53.8 28.1 83.3

Hispanic 83.5 36.7 36.9 83.8

White, non-Hispanic 76.7 42.6 36.1 85.2

Level of last institution

4-year 72.4 40.0 41.8 85.0

2-year 76.6 47.9 32.3 83.0

Less-than-2-year 84.1 38.8 30.9 90.1
196

Table 17.8—Percentage of 1989–90 beginning postsecondary students according to relationship between their

most recent principal job and their postsecondary education, by selected demographic and

institutional characteristics—Continued

Could Job Job

Able to have different used

apply obtained from tools and

skills job education equipment

learned without and trained

in PSE education training to use 1

Control of last institution

Public 75.8 46.8 35.2 82.7

Private, not-for-profit 74.6 32.3 38.4 89.2

Private, for-profit 79.4 41.6 34.3 89.1

Degree working toward at last institution

None 86.7 72.0 51.4 80.7

Certificate 84.1 40.0 26.0 89.8

Associate's degree 75.3 42.1 30.3 82.8

Bachelor's degree 70.2 40.9 42.9 84.0

Persistence and attainment as of spring 1994

Attained degree 81.4 29.6 32.1 91.1

No degree, enrolled † † † † 

No degree, not enrolled 70.1 61.8 39.3 76.6

Highest degree attained

None 70.1 61.8 39.3 76.6

Certificate 84.6 31.1 26.2 93.0

Associate's degree 89.5 28.5 25.8 94.8

Bachelor's degree 74.0 29.0 40.9 87.3

—Too few cases for a reliable estimate.

†Not applicable.

Risk factors included delayed enrollment, being a GED recipient, being financially independent, having children, being a single 1

parent, part time attendance, and working full time while enrolled.

Postsecondary education. 2

NOTE: Does not include students who are still enrolled or have not obtained a principal job as of spring 1994.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal Study—Second

Follow-up (BPS:90/94), Data Analysis System.
A-1

Appendix A

Persistence and Attainment Variables

The persistence and attainment variables used a variety of periods of analysis and each period

of analysis utilized a different referent base (institution/degree attempted). Specifically, the

following persistence and attainment variables were created:

Overall persistence and attainment through the first degree (if any) or last enrollment

(PERACUM)

Persistence toward postsecondary awards (PERAAA, PERABA, PERACT)

Persistence and attainment relative to the institution with the first, longest, and last

continuous spell of enrollment (PERAFIRS, PERALONG, PERALAST)

Persistence and attainment by academic year (PERA8990, PERA9091, PERA9192, PERA9293,

PERA9394)

The variation in the referent institution or degree attempted which occurred among these

methods is critical, because it resulted in different classification on the factors used to define

persistence and attainment patterns. These factors included: 

present status—whether students had attained a degree or certificate, or if they did not attain

a degree whether they are still working towards a degree; 

transfer—whether students had changed institutions permanently; 

continuity of enrollment—whether or not students had been continuously enrolled without a

break of more than 4 months.

Attainment was given priority in the classification schemes. Students who expected to receive

a degree by summer 1994 were classified as attainers if they were interviewed prior to having received

a degree. Second follow-up interviews began in late March 1994.

Students were classified as transfers in these variables only if they transferred before

receiving a degree during the particular period of analysis. Students who were enrolled in more than

one institution, but did not permanently leave the referent institution, were not classified as

transfers. Excluded from the definition of transfer were those students taking courses at two

institutions simultaneously, attending summer school at a different institution, or attending a second

institution temporarily and then returning to the referent institution.

The decision rules for creating the four major types of persistence and attainment variables

used either in the essay or in the compendium tables of this report are described below.
A-2

I. Overall persistence and attainment through the first degree (if any) or last enrollment

(PERACUM)

Overall persistence and attainment was examined for the entire sample by tracing students'

persistence paths in the postsecondary education system from initial enrollment in the NPSAS

institution until attainment of first degree (if any) or last enrollment as of spring 1994. For all

students, status on three factors determined their persistence and attainment pattern. These were:

attainment/enrollment—attainment of first degree was given priority. If students had not

attained a degree their enrollment status was examined. Students were defined as enrolled at

the time of follow-up if they were still enrolled during the spring of 1994.

transfer—students were defined as having transferred if they left one postsecondary

institution before attaining a degree and enrolled at a different postsecondary institution

without returning to the first institution.

continuity of enrollment—students were considered continuously enrolled if they did not have

any period of more than 4 months of nonenrollment at any postsecondary institution.

The 12 outcome categories of PERACUM were aggregated into a variety of combinations to create

the categories discussed in the first part of the essay, including the following:

Overall persistence and attainment (table 2);

Attainment and retention at the first institution (table 3);

Overall persistence and attainment including transfer status (table 4);

Transfer status and enrollment continuity (tables 13 and 14).

The specific combination of categories used in each of these is described in the glossary,

appendix B, in the section on Persistence and Attainment Patterns.

The flow chart on the following page illustrates the sequence of questions that determined a

student's classification on the overall persistence and attainment through the first degree variable.
Continuous

enrollment?

Identify referent 

institution (NPSAS)

Last seen at the

referent

institution?

Had been

continuously

enrolled?

Had been

continuously

enrolled?

Continuous

enrollment?

At the referent

institution?

Did the student

attain a degree or

certificate?

Continuous

enrollment?

At the referent

institution?

Continuous

enrollment? Is the student still

enrolled?

Yes Yes Yes

Yes

Yes

Yes

Yes Yes

No

No

No

No

Yes Yes

No

No

Yes

TRANSFER

NONCONTINUOUS

STILL ENROLLED

TRANSFER

PERSISTER

INTERNAL

LEFT WITHOUT

RETURN

INTERNAL

NONCONTINUOUS

NO LONGER

ENROLLED

TRANSFER

LEFT WITHOUT

RETURN

TRANSFER

NONCONTINUOUS

NO LONGER

ENROLLED

INTERNAL

NONCONTINUOUS

STILL ENROLLED

INTERNAL

PERSISTER

TRANSFER

NONCONTINUOUS

ATTAINED

TRANSFER

PERSISTER

ATTAINED

INTERNAL

NONCONTINUOUS

ATTAINED

INTERNAL

PERSISTER

ATTAINED

No No

No

No

No 

31.9%

5.0

7.7

5.3

3.1

3.3

2.9

4.0

22.2

5.7

2.8

6.1

Total = 100%*

A-3

Figure A1—Overall persistence and attainment through the first degree

Percentage of 1989–90 beginning postsecondary students in each category as of spring 1994. *
A-4

II. Persistence toward and attainment of postsecondary awards

(PERAAA, PERABA, PERACT)

The persistence and attainment patterns of students seeking vocational certificates,

associate's degrees, and bachelor's degrees were examined separately. Students were categorized on the

specific degree variable if they reported ever working toward the degree, therefore some students were

classified on more than one of these variables.

Persistence toward and attainment of each degree was examined by tracing students' persistence

paths in the postsecondary education system from the institution where they began working toward the

specific postsecondary award until follow-up in 1994. For all students, status on three factors

determined their persistence and attainment pattern. These were:

attainment/enrollment—attainment of the degree was given first priority. If students had not

attained a degree their enrollment status was examined. Students were defined as enrolled at

the time of follow-up if they were still enrolled toward the same degree during the spring of

1994.

transfer—students were defined as having transferred if they left one postsecondary

institution and enrolled at a different postsecondary institution without returning to that

institution.

continuity of enrollment—students were considered continuously enrolled if they did not have

any period of more than 4 months of nonenrollment towards the degree at any postsecondary

institution.

If students changed the degree they reported working toward they were classified as having done

so either at the same institution or a different institution. Students who changed their degree

objective were then reclassified into PERAAA, PERABA, or PERACT according to the new objective.

Finally, students who reported having attained the degree, but had no enrollment history toward the

specific degree, were classified as attained path unknown. 

The flow chart on the following page illustrates the sequence of questions that determined a

student's classification on the three persistence patterns toward and attainment of postsecondary

award variables (certificate, associate's, bachelor's).
Yes Yes Yes

Yes

Yes Yes Yes

No

No

At the referent

institution?

Did the student

attain a degree or

certificate?

At the referent

institution?

Continuous

enrollment?

INTERNAL

PERSISTER

ATTAINED

INTERNAL

NONCONTINUOUS

ATTAINED

TRANSFER

PERSISTER

ATTAINED

INTERNAL

PERSISTER

INTERNAL

NONCONTINUOUS

STILL ENROLLED

TRANSFER

NONCONTINUOUS

ATTAINED

TRANSFER

NONCONTINUOUS

STILL ENROLLED

TRANSFER

PERSISTER

INTERNAL

LEFT WITHOUT

RETURN

CHANGED DEGREE

DIFFERENT

INSTITUTION

CHANGED DEGREE

SAME

INSTITUTION

INTERNAL 

NONCONTINUOUS 

NO LONGER ENROLLED

TRANSFER

LEFT WITHOUT

RETURN

Continuous

enrollment?

Continuous

enrollment?

Is the student still

enrolled toward

the degree?

Yes

No

No

Continuous

enrollment?

Yes

No

Was the last observed

enrollment toward a

different degree?

At the referent

institution?

Yes Yes

Yes

No

Had been

continuously

enrolled?

Last seen at the

referent

institution?

Had been

continuously

enrolled?

No

NOT ENROLLED

TOWARDS 

DEGREE

Yes

TRANSFER 

NONCONTINUOUS 

NO LONGER ENROLLED

ATTAINED

PATH UNKNOWN

Yes

No

No

No

No 

No 

No 

Identify 

referent institution 

A-5

Figure A2—Persistence toward and attainment of postsecondary awards
A-6

III. Persistence and attainment in relation to spells of continuous enrollment

(PERAFIRS, PERALONG, PERALAST)

The persistence and attainment patterns of the sample were examined in relation to the

institution they attended first (always the NPSAS institution), longest, and last by examining spells

of continuous enrollment at these institutions. Spells were defined by the first, longest, and last

period of continuous enrollment. Continuous enrollment was defined as no period of nonenrollment of

more than 4 months at the referent institution. 

The enrollment spell outcomes identified students' status relative to the referent institution

at the end of the spell, taking future activity into account. The central issue was to determine

whether students left the referent institution, and if so, how. The specific spell outcomes appear

below:

attained—attained degree or certificate at the referent institution.

still enrolled—continuously enrolled at referent institution and still enrolled at follow-up.

same-year transfer*—left the referent institution and enrolled at a different institution

during the same year.

subsequent transfer*—enrolled throughout the year at the referent institution but enrolled at

a different institution the following fall, or left referent institution during the year, and

enrolled at a different institution after the following summer or fall.

stopout*—left the referent institution during an academic year or did not return following

fall, t enroll at any other institution, and later returned to the referent institution.

left without return—enrolled continuously at referent institution, left the institution, did

not attain, with no subsequent return or enrollment elsewhere.

*Note that for the last institution attended, since subsequent enrollment was not observed, the

possible outcomes were limited to: attained, still enrolled, and left without return.

The flow chart on the following page illustrates the sequence of questions that determined a

student's classification on the three persistence and attainment patterns in relation to spells of

continuous enrollment variables.
Identify referent 

institution

Did the student return to

the referent institution

the following summer 

or fall?

Did the student

subsequently enroll

elsewhere?

Was this

enrollment at the

referent

institution?

Did the student enroll

elsewhere during the

academic year?

What type of degree

did the student

attain?

Did the student attain 

a degree or certificate

at the referent

institution at the 

end of spell?

Did the student leave 

the referent institution

at the end of spell?

Yes

Yes

Yes Yes

No No

No

No

Yes

Yes

BACHELOR’S

DEGREE

CERTIFICATE

STOPOUT

SAME-YEAR

TRANSFER

STOPOUT

SUBSEQUENT

TRANSFER

LEFT WITHOUT

RETURN

ASSOCIATE’S

DEGREE

STILL

ENROLLED

No 

No

A-7

Figure A3—Persistence and attainment in relation to spells of continuous enrollment
A-8

For the first continuous spell of enrollment, the choice of the referent institution was

predetermined to be the NPSAS institution. However, because many students attended more than one

institution during postsecondary education, it was necessary to establish a set of decision rules for

identifying the longest and last referent institutions. These referent institutions were identified as

follows:

a. Institution attended longest—where more than one institution was attended for the same length

of time, the following hierarchical decision rules determined the referent institution:

1) The institution where the student attained a credential;

2) The institution with the greatest enrollment intensity, where: full time > half time >

less than half time;

3) The highest level institution, where: 4-year doctoral > 4-year non-doctoral > 2–3 year >

less than 2-year.

b. Institution attended last—where the student attended more than one institution during the last

spell of continuous enrollment, the following hierarchical decision rules determined the

referent institution:

1) The institution where the student attained a credential;

2) The institution with the greatest enrollment intensity, where: full time > half time >

less than half time;

3) The highest level institution, where: 4-year doctoral > 4-year non-doctoral > 2–3 year >

less than 2-year.

4) The institution entered last.
AYyy refers to the academic year. 1

A-9

IV. Academic year persistence and attainment

(PERA8990, PERA9091, PERA9192, PERA9293, PERA9394)

A. General

Persistence and attainment were examined for each academic year relative to the institution

attended in that year (the referent institution for that year). For each of the 5 academic years in

BPS:90/94, variables identify students' status relative to the referent institution at the end of the

academic year, taking future activity into account. 

The central issue was to determine whether students left the referent institution, and if so,

how (attained a certificate or degree from the institution; stopped out; transferred to another

institution; or dropped out). The specific academic year outcomes appear below:

attained—attained degree or certificate at the referent institution during the AYyy. 1

persister*—enrolled at the referent institution throughout the year and returned the following

summer or fall.

same-year transfer—left the referent institution and enrolled at a different institution

during the same year.

subsequent transfer*—enrolled throughout the year at the referent institution but enrolled at

a different institution the following fall, or left referent institution during the year, and

enrolled at a different institution after the following summer or fall.

stopout—left the referent institution during the year or did not return the following summer or

fall, did not enroll at any other institution, and later returned to the referent institution.

left without return—enrolled for some or all of the year at referent institution, did not

attain, with no subsequent return or enrollment elsewhere.

not enrolled—no enrollment in AYyy.

*Note that for 1993–94, since subsequent enrollment was not observed, the possible outcomes were

limited to: attained, still enrolled (replaced persister), stopout, same-year transfer, delayed

transfer, left without return, and not enrolled.

The flow chart on the following page illustrates the sequence of questions that determined a

student's classification on the academic year persistence and attainment variables.
Yes Yes

Identify 

referent institution 

Did the student

subsequently

enroll anywhere?

Was the next 

enrollment at the

referent institution?

Yes Yes

Yes

No

No No

No No

Did the student enroll

at the referent

institution the following

summer or fall?

Did the student leave

the referent instution

during the year?

Did the student Yes Yes

enroll elsewhere

during the year?

No

No

Yes

Was the next 

enrollment at the

referent institution?

Did the student attain

at the referent instution

this year?

What type of 

degree did the 

student attain?

Yes

Did the student attend a

postsecondary institution

during the year?

BACHELOR’S

DEGREE

NOT

ENROLLED

ASSOCIATE’S

DEGREE

CERTIFICATE

PERSISTER

SAME-YEAR

TRANSFER

LEFT WITHOUT

RETURN

STOPOUT

SUBSEQUENT

TRANSFER

PERSISTER

STOPOUT

SUBSEQUENT

TRANSFER

LEFT WITHOUT

RETURN

Yes

No

No

Did the student enroll

at the referent

institution the following

summer or fall?

Did the student

subsequently

enroll anywhere?

No

A-10

Figure A4—Academic year persistence and attainment
See Essay Persistence Toward the Bachelor’s Degree at 4-year Institution, pp. 22–27. 2

A-11

If a student attended more than one institution in a year, it was necessary to establish a set

of decision rules for identifying the referent institution; that is, the institution where a student's

end-of-year status would be characterized on the academic year outcome variables. The referent

institution for each academic year was identified as follows:

a. Special case for 1989–90:

The NPSAS institution was the referent institution.

b. Sequential precedence relations. For students classified as persisters or transfers in 1989–90

through 1992–93, the choice of referent institution for the subsequent year was predetermined.

If a student was classified as a persister in a given year (meaning the student returned to

the same institution the following fall), the same institution was the referent

institution for the following year. 

Similarly, if a student transferred, the institution transferred to became the referent

institution for the following year.

c. The remaining cases of multiple attendance requiring arbitration were those for academic years

1990–91 through 1993–94 in which a student's prior year classification was attained, not

enrolled, or dropout. In these cases, the following hierarchical decision rules determined the

referent institution:

1) Student's designation of principal institution for that year;

2) Any institution where the student attained a credential that year;

3) Institution attended the longest in that year;

4) Institution with the greatest enrollment intensity, where: full time > half time > less

than half time;

5) Level of institution, where: 4-year doctoral > 4-year non-doctoral > 2–3 year > less than

2-year.

B. Persistence toward the bachelor's degree

After constructing this set of academic year persistence variables for all students, a second

set of variables was created for tracing persistence toward the bachelor's degree. These variables 2

shifted the emphasis from persistence within an institution to persistence toward the bachelor's degree

in the 4-year sector. Consequently, certain end-of-year outcomes were redefined. Students identified as

transfers on the academic year variables were broken into two groups: those who transferred to another 4-

year institution without any break in continuity, and those who transferred to a less-than-4-year

institution or who transferred to a 4-year institution following an interruption in enrollment. Those

who continued in the 4-year sector without interruption were classified among persisters. Associate's

degree completers were also separated into two groups: those who enrolled for a bachelor's degree at a 4-

year institution the following year, and those who did not. Associate's degree completers who went on to

a 4-year institution in the next year were classified among persisters.
Appendix B

Glossary

This glossary describes the variables used in this report, all of which come from the

BPS:90/94 Data Analysis System (DAS) (see appendix C for a description of the DAS). These

variables were either items taken directly from the 1990 National Postsecondary Student Aid

Survey (NPSAS:90) which served as the base year for BPS, from the first BPS follow-up in 1992

or the second follow-up in 1994; or they were derived by combining one or more items in these

surveys. For all variables in this glossary, the variable label is followed by the variable name

contained in the DAS. 

Variables are listed in the general order in which they are introduced in the report and

related items are grouped together (i.e., demographic characteristics, institutional characteristics,

etc.).

General Definitions

In the BPS survey, “beginning postsecondary students” included only students who

enrolled in postsecondary education for the very first time in 1989–90, not all students who were

in their first year of a postsecondary program. Thus, an individual who started postsecondary

education earlier, left, and then returned was not included in BPS. Throughout this report the

reference to “beginning postsecondary students” or “first-time students” refers to only those who

enrolled in postsecondary education for the first time in the 1989–90 academic year.

It is important to remember that while BPS participants were all students in the 1989–90

academic year, they may or may not have been enrolled in subsequent years. For simplicity and

ease of reading, this glossary refers to survey participants as “students.” However, this term

should always be interpreted as “1989–90 beginning postsecondary students.”
B-2

Appendix B Glossary Index

Persistence and attainment patterns ..... 5

Overall persistence and attainment ....... 5

Overall persistence and attainment/student

persistence in postsecondary education ... 5

Attainment and retention at the first inst

ituti

on5

Overall persistence and attainment—

including transfer status ............... 6

Persistence and attainment outcomes among

bachelor's degree seekers at 4-year institutions7

Date of bachelor’s degree receipt ........ 7

Persistence and attainment during

the academic year .................... 8

Departure from the persistence track ..... 9

First type of departure from the

persistence track ..................... 9

Timing of departure from the

persistence track ..................... 9

Persistence and attainment during

spells of continuous enrollment ........ 10

Persistence and attainment

towards degree ..................... 10

Academic year of last enrollment ....... 11

Number of months enrolled ........... 12

Intensity of enrollment ............... 12

Attendance status ................... 13

Number of institutions attended ........ 13

Transfer status and enrollment continuity

through first degree .................. 13

Enrollment continuity through
B-3

first degree ........................ 14

Transfer before first degree ............ 14

Transferred before or after first degree ... 15

Institutional Characteristics ........... 15

Level of institution .................. 15

Control of institution ................. 16

Level and control of institution ......... 16

Level and control of first institution ..... 17

Ever attend a public 2-year institution ... 18

Ever attend a public or private,

not-for-profit 4-year institution ......... 18

Ever attend a private, for-profit Attendance status ................... 27

institution ......................... 18

Control of transfer institutions ......... 18

Degree Characteristics ................ 18

Degree working toward ............... 18

Degrees attempted at any time ......... 19

Number of degrees attempted .......... 19

Type of degree attempted ............. 19

Type of degree attained ............... 20

Type of degree(s) attained ............. 20

Student Characteristics ............... 21

Number of children .................. 21

Single parent status .................. 21

Gender ............................ 22

Race–ethnicity of student ............. 22

Age .............................. 22

Socioeconomic status ................ 23

Marital status ...................... 23

Type of high school diploma .......... 23

Parental education ................... 24

Dependency status in 1989–90 ......... 24

Dependency status .................. 25

Income and dependency

status in 1989–90 ................... 25

Number of risk factors ............... 25

Delayed postsecondary enrollment ...... 26

Worked full time while enrolled ........ 26

Social, Academic,

and Work Experiences ............... 27

Index of social integration

in 1989–90 ........................ 27

Index of academic integration

in 1989–90 ........................ 27

Satisfaction with first institution

in 1989–90 ........................ 28

Local residence in 1989–90 ........... 28

Educational aspirations in 1989–90 ..... 28

Average hours worked while enrolled

in 1989–90 ........................ 29

Grade point average in 1989–90 ........ 29

Number of types of remedial

instruction received .................. 30

Education financing characteristics ..... 30

Total costs in 1989–90 ............... 30
B-4

Total aid amount in 1989–90 .......... 30

Total federal aid amount 1989–90 ...... 31

Total loan amount in 1989–90 ......... 31

Total grant amount in 1989–90 ......... 32

Aid package at first

institution in 1989–90 ................ 32

Financial aid receipt during the academic Applied or intended to apply

year .............................. 32

Any financial aid .................... 33

Grants ............................ 33

Loans ............................. 33

Employer aid ....................... 34

Spouse or other relative financial service in last 2 years ................ 38

assistance ......................... 34

Parents’ financial contribution ......... 34

Personal savings .................... 34

Loan from parents ................... 35

ons

Education borrowing activities ......... 35

Borrowed for undergraduate education ... 35

Owe on postsecondary loans ........... 35

Amount borrowed for

postsecondary education .............. 35

Amount owed on postsecondary loans ... 36

Currently repaying educational loans .... 36

Paying by self ...................... 36

Average monthly loan payment ........ 36

Marital status and family formation .... 37

Marital status in 1994 ................ 37

Timing of marriage .................. 37

Current number of children ............ 37

Timing of first child ................. 37

Age in 1994 ........................ 38

Graduate school and further

education activities ................... 38

to graduate school ................... 38

Attended graduate school ............. 38

Type of licensing exam taken .......... 38

Civic participation

and voting activities .................. 38

Participate in volunteer/community

Currently doing volunteer

work in 1994 ....................... 39

Types of volunteer/community service org

ani

zati

39

Voter registration status .............. 39

Voting activities .................... 39

Employment experiences .............. 39

Ever work while enrolled ............. 39

Number of jobs held during PSE ....... 39

Co-op/apprentice job ................. 40

On-campus job ..................... 40

Job related to studies ................. 40

Simultaneous jobs ................... 41
B-5

Most recent job ...................... 41

Primary occupation in 1993 ........... 41

Satisfaction with most recent job ....... 41

Unemployment experiences ............ 42

Ever unemployed ................... 42

Ever receive

unemployment compensation .......... 42

Total duration of

unemployment in weeks .............. 42

Unemployed during calendar year ...... 42

Most recent principal job ............ 42

Months before obtained first

principal job after PSE ............... 42

Activities to obtain most recent 

principal job ....................... 43

Relationship between most recent 

principal job and education ............ 43
B-6

Persistence and attainment patterns

Overall persistence and attainment PERACUM

 

Aggregated version of overall persistence and attainment variable. 

Attained or still enrolled Student had attained a degree or was still enrolled as

of spring of 1994. Includes students coded as

“internal” as well as “transfer” “attained”

“non-continuous attained,” “persisters,” and

“non-continuous still enrolled.” 

No degree, not enrolled Student had not attained a degree and was no longer

enrolled as of spring 1994. Includes students coded

as “internal” as well as “transfer” “non-continuous

no longer enrolled” and “left without return.”

For complete description see appendix A.

Overall persistence and attainment/student persistence in PERACUM

postsecondary education

Aggregated version of overall persistence and attainment variable.

Attained degree Student had attained a degree as of spring 1994.

Includes students coded as “internal” as well as

“transfer” “attained” and “non-continuous attained.”

No degree, enrolled Student had not attained a degree and was still

enrolled as of spring 1994. Includes students coded

as both “internal” as well as “transfer” “persisters”

and “non-continuous still enrolled.”

No degree, not enrolled Student had not attained a degree and was no longer

enrolled as of spring 1994. Includes students coded

as “internal” as well as “transfer” “non-continuous

no longer enrolled” and “left without return.”

For complete description see appendix A.

Attainment and retention at the first institution PERACUM

Aggregated version of overall persistence and attainment variable.

Attained degree at the first Student had attained a degree at the first
B-7

institution institution as of spring 1994. Includes students

coded as “internal attained” and “non-continuous

internal attained.”

No degree, enrolled at the Student had not attained a degree at the first

first institution institution and was enrolled at the first institution in

spring 1994. Includes students coded as “internal

persisters” and “non-continuous still enrolled.”

No degree, left PSE from the Student had not attained a degree at the first

first institution institution, was no longer enrolled at the first

institution, and had not enrolled anywhere else as of

spring 1994. Include students coded as “internal

non-continuous no longer enrolled” and “internal

left without return.”

No degree, transferred from the Student had not attained a degree at the first

first institution institution and had transferred from the first

institution as of spring 1994. Includes all students

coded as “transfers.”

For complete description see appendix A.

Overall persistence and attainment—including transfer status PERACUM

Aggregated version of overall persistence and attainment variable. 

Did not transfer Student had attained a degree at the first

 Attained degree at first institution institution as of spring 1994. Includes students

coded as “internal attained” and “internal

non-continuous attained.”

 No degree, enrolled at first institution Student had not attained at the first institution and

was enrolled at the first institution in spring 1994.

Includes students coded as “internal persisters” and

“internal non-continuous still enrolled.”

 No degree, left PSE from Student had not attained a degree or transferred

 first institution from the first institution and was no longer enrolled

in postsecondary education in spring 1994. Includes

students coded as “internal noncontinuous no longer

enrolled” and ”internal left without return.”
B-8

Transferred from first institution Student had attained a degree at an institution

 Attained degree elsewhere after transfer as of spring 1994. Includes students

coded as “transfer attained” and “transfer

non-continuous attained.”

 No degree, enrolled elsewhere Student had not attained a degree and was enrolled

at an institution after transfer as of spring 1994.

Students coded as “transfer persisters” and “transfer

non-continuous still enrolled.”

 No degree, left PSE after transfer Student had not attained a degree at an institution after

transfer and was no longer enrolled in postsecondary

education as of spring 1994. Includes students coded as

“transfer noncontinuous non longer enrolled” and “transfer

left without return.”

For complete description see appendix A. 

Persistence and attainment outcomes among bachelor’s ATTENRST

degree seekers at 4-year institutions

Attained bachelor’s degree Regardless of prior attainment, student had attained

a bachelor’s degree as of spring 1994.

Still enrolled at Regardless of prior attainment, student was still

4-year institution enrolled at a 4-year institution as of spring 1994. 

Attained associate’s degree, not enrolled Student had attained an associate's degree and was

at 4-year institution not enrolled at a 4-year institution as of spring 1994.

Attained certificate, not enrolled Student had attained a certificate and was not

at a 4-year institution enrolled at 4-year institution as of spring 1994.

No degree, not enrolled Student had not attained any degree and was not

at 4-year institution a 4-year institution as of spring 1994.

Date of bachelor’s degree receipt RECDBA

No degree Student had not attained a bachelor’s degree as of

spring 1994.

By June 1993 Student had attained a bachelor’s degree by June 

1993.

By July 1993–June 1994 Student had attained a bachelor’s degree at some

time between July 1993–June 1994.
B-9

Persistence and attainment during the academic year

1989–90 academic year PER8990X*

1990–91 academic year PER9091X

1991–92 academic year PER9192X

1992–93 academic year PER9293X

1993–94 academic year PER9394R**

Attained Cert. in AYyy Student had attained a certificate at the referent

institution during the academic year.

Attained AA in AYyy Student had attained an associate's degree at the

referent institution during the academic year.

Attained BA in AYyy Student had attained a bachelor's degree at the referent

institution during the academic year. 

Persisted into AYyy+1 Student was still enrolled at the referent institution

during the fall of the following academic year, had

been working towards an associate's degree during

the academic year but changed to working towards a

bachelor's degree during the following academic

year, or transferred without a break in enrollment

continuity to a similar or higher level institution.

Downward or delayed transfer Student transferred to a lower level institution

in AYyy during the academic year or transferred with a break

in enrollment continuity.

Stopout in AYyy Student left the referent institution during the

academic year and re-enrolled after a period of more

than 4 months.

Left without return in AYyy Student left the referent institution during the academic

year and had not re-enrolled in postsecondary education as

of spring 1994.

* PER8990X does not include the category not enrolled in AYyy.

**Because subsequent enrollment is not observed, PER9394R does not include the categories for

stopout or delayed transfer and persisters are categorized as still enrolled.

Departure from the persistence track LEFTPT
B-10

Indicates whether the student departed from the persistence track before the first degree (if any)

or last enrollment. Departure is defined as stopping out, a break in continuity of enrollment at the

referent institution; downward or delayed transfer, transfers to a lower level institution or

transfers involving a break in the continuity of enrollment; leaving without return, leaving the

referent institution and not re-enrolling as of spring 1994.

Did not leave Before first degree (if any) or last enrollment the

student did not depart from the persistence track.

Left the persistence track Before first degree (if any) or last enrollment the

student departed from the persistence track.

First type of departure from the persistence track LEFTPT

Downward or delayed transfer Before first degree (if any) or last enrollment

student transferred to a lower level institution or

transferred with a break in enrollment continuity.

Stopout Before first degree (if any) or last enrollment

student left the referent institution and re-enrolled

after a period of more than 4 months.

Left without return Before first degree (if any) or last enrollment

student left the referent institution and had not reenrolled in postsecondary education as of spring

1994.

Timing of departure from the persistence track LEFTYR

Academic year the student first departed from the persistence track. 

Did not leave Student did not depart from the persistence track.

1989–90 departure Student’s first departure from the persistence track

occurred during the 1989–90 academic year.

1990–91 departure Student’s first departure from the persistence track

occurred during the 1990–91 academic year.

1991–92 departure Student’s first departure from the persistence track

occurred during the 1991–92 academic year.

1992–93 departure Student’s first departure from the persistence track

occurred during the 1992–93 academic year.

1993–94 departure Student’s first departure from the persistence track

occurred during the 1993–94 academic year.
B-11

Persistence and attainment during spells of continuous enrollment

Persistence and attainment during the first, longest, or last spell of continuous enrollment.

Derived by tracing the student’s persistence path during the continuous spell of enrollment at the

first, longest, or last institution attended.

First spell of continuous enrollment PERAFIRS

Longest spell of continuous enrollment PERALONG

Last spell of continuous enrollment PERALAST*

Attained degree at end of spell The spell of continuous enrollment ended when the

student attained a degree at the referent institution.

Still enrolled in spring 1994 The student was still enrolled at the referent institution at

the end of the spell of continuous enrollment.

Spell ended with transfer The spell of continuous enrollment ended when the

student transferred from the referent institution.

Spell ended with stopout The spell of continuous enrollment ended when the

student stopped out from the referent institution.

Left without return at The spell of continuous enrollment ended when

the end of spell student left the referent institution and did not reenroll in postsecondary education.

Persistence and attainment towards degree

Aggregated version of persistence and attainment toward the degree variable. 

Associate’s degree PERAAA

Bachelor’s degree PERABA

Certificate PERACT

* Since subsequent enrollment was not observed at the last institution, the possible outcomes are

limited to: attained a certificate or degree from the institution, still enrolled, and left without

return. For complete description see appendix A.

Attained degree Student had attained the degree working toward as

of spring 1994. Includes students coded as

“internal” as well as “transfer” “attained” and

“non-continuous attained.”

No degree, enrolled Student was still enrolled toward the degree as of

spring 1994. Includes students coded as “internal”
B-12

as well as “transfer” “persisters” and “noncontinuous still enrolled.”

No degree, not enrolled Student had not attained the degree working toward

and was no longer enrolled in postsecondary

education. Includes students coded as “internal” as

well as “transfer” “non-continuous no longer

enrolled” and “left without return.”

Changed degree working Student had not attained the degree working

toward toward, was no longer working toward this degree,

but had enrolled toward a different degree objective.

Includes students coded as “internal” as well as

“transfer” “changed degree working toward.”

Students in this category are reclassified according

to the new degree objective in either PERAAA,

PERABA, or PERACT.

For complete description see appendix A.

Academic year of last enrollment LASTENR

AY 1989–90 Student was last enrolled during the 1989–90

academic year.

AY 1990–91 Student was last enrolled during the 1990–91

academic year.

AY 1991–92 Student was last enrolled during the 1991–92

academic year.

AY 1992–93 Student was last enrolled during the 1992–93

academic year.

AY 1993–94 Student was last enrolled during the 1993–94

academic year.
B-13

Number of months enrolled

Count of number of months enrolled during the period of analysis.

Through first degree (if any) or last enrollment* NUMMCUM

During first spell of continuous

enrollment at the first institution NUMMFIRS

Less than 12 months Student was enrolled for less than 12 months.

12–24 months Student was enrolled for 12–24 months.

25–36 months Student was enrolled for 25–36 months.

37–48 months Students was enrolled for 37–48 months.

More than 48 months Student was enrolled for more than 48 months.

*Variable also used as an average.

Intensity of enrollment

Intensity of enrollment. Calculated as the percentage of months enrolled full time during the

period of analysis.

Through first degree (if any) or last enrollment ATSTCUM

During first spell of continuous enrollment ATSTFIRS

During longest spell of continuous enrollment ATSTLONG

During last spell of continuous enrollment ATSTLAST

During the 1989–90 academic year ATST8990

During the 1990–91 academic year ATST9091

During the 1991–92 academic year ATST9192

During the 1992–93 academic year ATST9293

During the 1993–94 academic year ATST9394

Exclusively part time The student was not enrolled full time during any month.

Mixed The student was enrolled full time between 1–99

percent of months.

Exclusively full time The student was enrolled full time during all

months.
B-14

Attendance status

When began at first institution ATT8990

When began working towards associate’s degree ATTAA

When began working toward bachelor’s degree ATTBA

When began working towards certificate ATTCT

When began first spell ATT8990

When began longest spell ATTLONG

When began last spell ATTLAST

Part time Student attended part time during the first month

enrolled.

Full time Student attended full time during the first month

enrolled.

Number of institutions attended

Count of number of institutions attended during the period of analysis. Includes simultaneous or

temporary enrollment at more than one institution as well as transfers.

Through first degree (if any) or last enrollment NINSCUM

Throughout postsecondary education NINSTOT

One Student attended one postsecondary institution.

More than one Student attended more than one postsecondary

institution.

Positive values on this variable are also used to identify the percentage of students who ever

attended more than one institution.

Transfer status and enrollment continuity through first degree PERACUM

Recoded version of overall persistence and attainment through first degree variable (PERACUM)

to aggregate student persistence and attainment outcomes based on transfer status and enrollment

continuity. Indicates transfer and enrollment continuity before first degree (if any) or last

enrollment. Students were classified as transfers only if they changed institutions permanently

without returning to the original institution.

Did not transfer, continuously Before first degree (if any) or last enrollment,

enrolled student did not transfer and did not break

enrollment continuity for more than 4 months.

Includes students categorized as “internal

persisters” and “internal left without return.”
B-15

Did not transfer, not Before first degree (if any) or last enrollment,

continuously enrolled student did not transfer and broke enrollment continuity for

more than 4 months. Includes students categorized as

“internal stopouts.”

Transferred, continuously Before first degree (if any) or last enrollment,

enrolled student transferred and did not break enrollment

continuity for more than 4 months. Includes

students categorized as “transfer persisters” and

“transfer left without return.”

Transferred, not continuously Before first degree (if any) or last enrollment

enrolled student transferred and broke enrollment continuity

for more than 4 months. Includes students

categorized as “transfer stopouts.”

For complete description, see appendix A.

Enrollment continuity through first degree STOPOUT

Recoded version of overall persistence and attainment through first degree variable.

(PERACUM). Aggregates student persistence and attainment outcomes based on enrollment

continuity. Indicates enrollment continuity through first degree (if any) or last enrollment. 

Continuous Before first degree (if any) or the last enrollment,

the student did not break continuity of enrollment

with a period of non-enrollment of more than 4

months. Includes students coded as “internal“ as

well as “transfer” “attained,” “persisters,” and “left

without return.”

Not continuous Before first degree (if any) or the last enrollment,

the student broke continuity of enrollment with a

period of non-enrollment of more than 4 months.

Includes students categorized as “internal” as well

as “transfer” “stopout attained,” ”stopout still

enrolled,” and “stopout-no longer enrolled.”

For complete description see appendix A.

Transfer status before first degree PERACUM

Recoded version of overall persistence and attainment before first degree (if any) or last

enrollment, aggregates students’ persistence and attainment outcomes based on transfer status.

Indicates a transfer before first degree (if any) or last enrollment. Students were classified as
B-16

transfers only if they changed institutions permanently without returning to the original

institution.

Did not transfer Before first degree (if any) or last enrollment, the

student did not transfer. Includes all students

categorized as “internal.”

Transferred Before first degree (if any) or last enrollment, the

student transferred. Includes all students categorized

as “transfer."

Positive values on this variable are also used to identify the percentage of students who ever

transferred before first degree (if any) or last enrollment.

For complete description see appendix A.

Transferred before or after first degree TRAN1ATT

Student transferred at some time during postsecondary education, based on attainment status at

time of first transfer variable. Positive values on this variable are used to indicate the percentage

of students who ever transferred during postsecondary education before or after attainment.

Institutional Characteristics

Level of institution

Level of referent institution. Aggregates level and control of institution according to level.

First institution attended OFCO899O

Institution where began working toward associate’s degree OFCOAA

Institution where began working toward bachelor’s degree OFCOBA 

Institution where began working toward certificate OFCOCT

Longest institution attended OFCOLONG

Last institution attended OFCOLAST

Referent institution during the 1989–90 academic year OFCO8990

Referent institution during the 1990–91 academic year OFCO9091

Referent institution during the 1991–92 academic year OFCO9192

Referent institution during the 1992–93 academic year OFCO9293

Less-than-2-year An institution whose normal program of study is

less than 2 years in duration.

2-year An institution whose program of study results in an

award or degree below the baccalaureate level, and
B-17

is at least 2 years but less than 4 years in duration.

These institutions include many community and

junior colleges.

4-year An institution that offers 4-year baccalaureate

degrees. These institutions may or may not also

offer master’s, doctoral, or first professional degrees

in one or more programs as the highest degree

awarded.

Control of institution

Control of referent institution. Aggregates level and control of institution according to control.

First institution attended OFCO8990

Institution where began working toward associate’s degree OFCOAA

Institution where began working toward a bachelor’s degree OFCOBA

Institution where began working toward certificate OFCOCT

Longest institution attended OFCOLONG

Last institution attended OFCOLAST

Referent institution during the 1989–90 academic year OFCO8990

Referent institution during the 1990–91 academic year OFCO9091

Referent institution during the 1991–92 academic year OFCO9192

Referent institution during the 1992–93 academic year OFCO9293

Public A postsecondary educational institution operated by

publicly elected or appointed school officials in

which the program and activities are under the

control of these officials and that is supported

primarily by public funds.

Private, not-for-profit A postsecondary educational institution that is controlled

by an independent governing board and incorporated under

Section 501(c)(3) of the Internal Revenue Code.

Private, for-profit A postsecondary educational institution that is

privately owned and operated as a profit-making

enterprise. These institutions include career colleges

and proprietary institutions.

Level and control of institution

Combined level and control of referent institution.

First institution attended OFCO8990

Institution through first degree (if any) or last enrollment OFCONCUM
B-18

Institution where began working toward associate's degree OFCOAA

Institution where began working toward a bachelor's degree OFCOBA

Institution where began working toward a certificate OFCOCT

First spell of continuous enrollment OFCO8990

Longest spell of continuous enrollment OFCOLONG

Last spell of continuous enrollment OFCOLAST

Institution where attained highest degree OFCONHI

Referent institution during the 1990–91 academic year OFCO9091

Referent institution during the 1991–92 academic year OFCO9192

Referent institution during the 1992–93 academic year OFCO9293

Referent institution during the 1993–94 academic year OFCO9394

4-year

Public Public, 4-year institution

Private, not-for-profit Private, not-for-profit, 4-year institution

Private, for profit Private for profit, 4-year institution

2-year

Public Public, 2-to 3-year institution

Private, not-for-profit Private, not-for-profit, 2-to 3-year institution

Private, for-profit Private, for-profit, 2-to 3-year institution

Less-than-2-year

Public Public, less-than-2-year institution

Private, not-for-profit Private, not-for-profit, less-than-2-year institution

Private, for-profit, Private, for-profit, less-than-2-year institution

Level and control of first institution OFCO8990

 

Recoded level and control of the first (NPSAS) institution.

Public, 4-year Public, 4-year institution

Private, not-for-profit, 4-year Private, not-for-profit, 4-year institution

Public, less-than-4-year Public, 2-to 3-year or less-than-2-year institution

Private, not-for-profit, Private, not-for-profit, 2-to 3-year or less-than-2-

less-than-4-year year institution
B-19

Private, for-profit, Private, for-profit, 2-to 3-year or less-than-2-year

less-than-4-year institution

Ever attend a public 2-year institution EVERCC

Positive values on this variable are used to identify the percentage of students who reported ever

attending a public 2-year institution.

Ever attend a public or private, not-for-profit 4-year institution EVER4YR

Positive values on this variable are used to identify the percentage of students who reported ever

attending a public or private, not-for-profit 4-year institution.

Ever attend a private, for-profit institution EVERPROP

Positive values on this variable are used to identify the percentage of students who reported ever

attending a private, for-profit institution.

Control of transfer institutions TRAN1CTL

Variable indicates the relationship between the control of the institution the student transferred

from and the control of the first institution they transferred to.

Did not transfer Student did not transfer.

Public to public Student transferred from one publicly controlled

institution to another.

Private, not-for-profit to public Student transferred from a private, not-for-profit

institution to a publicly controlled institution.

Public to private, not-for-profit Student transferred from a publicly controlled

institution to a private, not-for-profit institution.

Other transfers Student’s transfer involved other combinations.

Degree Characteristics

Degree working toward

Type of degree student reported working toward at referent institution.

When began at first institution GOAL8990

When began first spell GOAL8990
B-20

When began longest spell GOALLONG

When began last spell GOALLAST

When began at last institution GOALLAST

None Student did not report working toward any formal

award.

Certificate Student reported working toward a certificate or

formal award other than an associate's or bachelor’s

degree.

Associate’s degree Student reported working toward an associate's

degree.

Bachelor’s degree Student reported working toward a bachelor's

degree.

Degrees attempted at any time

Certificate PERACT

Associate’s degree PERAAA

Bachelor’s degree PERABA

Positive values on those variables are used to identify the percentage of students who ever

reported working toward the specific degree at any time during postsecondary education.

Number of degrees attempted NUMDEG

Number of degrees attempted during postsecondary education. Count of number of different 

degrees (associate’s, bachelor’s, and certificates) the student reported working toward during

postsecondary education. Each certificate is considered a separate attempt. 

None Student did not attempt any degree during

postsecondary education.

One Student attempted one degree during postsecondary

education.

Two Student attempted two degrees during

postsecondary education.

Three or more Student attempted three or more degrees during postsecondary

education.

Type of degree attempted DEGSTAT
B-21

Certificate only Student attempted only a certificate during

postsecondary education.

Associate’s degree only Student attempted only an associate’s degree during

postsecondary education.

Bachelor’s degree only Student attempted only a bachelor's degree during

postsecondary education.

More than one degree Student attempted more than one degree during postsecondary

education.

Type of degree attained

Type of degree attained during postsecondary education. 

First degree DEGREE1

First degree at first institution attended DEGREEFS

Highest degree DEGALL

None Student did not attain any degrees during

postsecondary education.

Certificate Student attained a certificate or other formal award

during postsecondary education.

Associate’s degree Student attained an associate’s degree during

postsecondary education.

Bachelor’s degree Student attained a bachelor's degree during

postsecondary education.

Type of degree(s) attained DEGASTAT

Type of degree attained during postsecondary education. The variable indicates the type of degree

or combination of degrees attained at any time during postsecondary education, without respect

to order.

None Student did not attain any degree during

postsecondary education.

Certificate Student attained a certificate or other formal award

during postsecondary education.

Associate’s degree Student attained an associate’s degree during

postsecondary education.
B-22

Bachelor’s degree Student attained a bachelor’s degree during

postsecondary education.

Certificate and associate’s Student attained a certificate and an associate’s

degree degree during postsecondary education.

Certificate and bachelor’s Student attained a certificate and a bachelor’s

degree degree during postsecondary education.

Associate’s and bachelor’s Student attained an associate’s and a bachelor’s

degree degree during postsecondary education.

Certificate, associate’s and Student attained a certificate, an associate's and a

bachelor’s degree bachelor’s degree.

Student Characteristics

Number of children

Number of children living with the student in the same household during month began at referent

institution. 

When began at first institution KIDS8990

When began working toward associate’s degree KIDSAA

When began working toward bachelor’s degree KIDSBA

When began working toward certificate KIDSCT

When began first spell KIDS8990

When began longest spell KIDSLONG

When began last spell KIDSLAST

None Student had no children living in the same

household.

One or more Student had one or more children living in the same

household.

Positive values on these variables are also used to identify the percentage of students with

children living in the same household.

Single parent status

Single parent status during month began at referent institution. Students are considered single

parents if they report having children but are unmarried, divorced, widowed, or separated.

When began at first institution SING8990
B-23

When began working toward associate’s degree SINGAA

When began working toward bachelor’s degree SINGBA

When began working toward certificate SINGCT

When began first spell SING8990

When began longest spell SINGLONG

When began last spell SINGLAST

Not a single parent Student was not a single parent.

Single parent Student was a single parent. 

Positive values on these variables are also used to identify the percentage of students who were

single parents. 

Gender H_GENDER

Male Student was male.

Female Student was female.

Race–ethnicity of student BPSRACE

Asian/Pacific Islander A person having origins in any of the original

peoples of the Far East, Southeast Asia, the Indian

Subcontinent or Pacific Islands. This includes

people from China, Japan, Korea, the Philippine

Islands, Samoa, India, and Vietnam.

Black, non-Hispanic A person having origins in any of the black racial

groups of Africa, not of Hispanic origin.

Hispanic A person of Mexican, Puerto Rican, Cuban, Central

or South America or other Spanish culture or origin,

regardless of race.

American Indian/Alaskan Native A person having origins in any of the original

peoples of North America and who maintains

cultural identification through tribal affiliation or

community recognition.

White, non-Hispanic A person having origins in any of the original

peoples of Europe, North Africa, or the Middle East

(except those of Hispanic origin).

Age
B-24

Age when began at first institution AGE8990

Age when began working toward associate’s degree AGEAA

Age when began working toward bachelor’s degree AGEBA

Age when began working toward certificate AGECT

Age when began first spell AGE8990

Age when began longest spell AGELONG

Age when began last spell AGELAST

18 years or younger Student was 18 years old or younger.

19 years Student was 19 years old.

20–29 years Student was between 20 and 29 years old.

30 years or older Student was 30 year old or older.

Socioeconomic status SESPERC

Composite variable combining parent’s education and occupation, dependent student's family

income, and the existence of a series of material possessions in respondent's home.

Lowest quartile Socioeconomic status fell at or below the lowest

25th percentile.

Middle quartiles Socioeconomic status fell between the 25th

percentile and the 75th percentile.

Highest quartile Socioeconomic status fell at or above the 75th

percentile.

Marital status

Marital status when began at first institution MAR8990

Marital status when began working toward associate's degree MARAA

Marital status when began working toward bachelor's degree MARBA

Marital status when began working toward certificate MARCT

Marital status when began first spell MAR8990

Marital status when began longest spell MARLONG

Marital status when began last spell MARLAST

Not married Student was not married. Includes students who

were divorced or widowed.

Married Student was married.

Separated Student was married, but separated from his or her

spouse.

Type of high school diploma H_HSDIP

High school diploma Student received a high school diploma.
B-25

GED, cert. of completion Student received a GED (General Educational

Development) certificate or a certificate of

completion; also includes a small number of cases

with no high school diploma.

Positive values on this variable are also used to identify the percentage of students without a

regular high school diploma.

Parental education RPARED

Highest level of education completed by either parent.

Less than high school Neither parent graduated from high school or received a GED

(General Educational Development) certificate.

High school graduate One or both parents graduated from high school or received a GED

certificate.

Some postsecondary One or both parents had some postsecondary 

education, less than a bachelor’s degree, including

an associate’s degree.

Bachelor’s degree or higher One or both parents earned a bachelor’s degree, or

an advanced degree such as a master’s degree,

Ph.D., M.D., etc.

Dependency status in 1989–90 DEPEND

Dependency status for federal financial aid in 1989–90.

Independent Student was considered independent by meeting one

of the following criteria:

(1) 24 years of age by December 31, 1989;

(2) a military veteran;

(3) a ward of the court or both parents are

deceased;

(4) had legal dependents other than a spouse;

(5) was married or a graduate student and not

claimed as a tax exemption for the 2 years

previous to the beginning of the academic year

and had at least $4,000 in financial resources.

(6) was a single undergraduate but not claimed as

a tax exemption for the 2 years previous to the

beginning of the academic year and had at least

$4,000 in financial resources.

Dependent Students were considered financially dependent in

1989–90 if they did not meet any of the criteria for

independence.
B-26

Dependency status

Dependency status for federal tax purposes.

When began at first institution DEP8990

When began working toward associate's degree DEPAA

When began working toward bachelor's degree DEPBA

When began working toward certificate DEPCT

When began first spell DEP8990

When began longest spell DEPLONG

When began last spell DEPLAST

Independent Student reported not being claimed as dependent on

parent’s federal tax return in a specific year.

Dependent Student reported being claimed as dependent on

parent’s federal tax return in a specific year.

Income and dependency status in 1989–90 INCOME

Dependency status and categorical income level. Adjusted gross income in calendar year 1988.

The source of income for dependent students is their parents or guardians; the source of income

for independent students is their own earnings including those of their spouse if they were

married. This variable is from NPSAS:90 and includes imputed values.

Dependent students

 Less than $20,000 Income less than $20,000 in 1988.

 $20,000–$39,999 Income between $20,000 and $39,999 in 1988.

 $40,000–$59,999 Income between $40,000 and $59,999 in 1988.

 $60,000 or more Income more than $60,000 in 1988.

Independent students

 Less than $10,000 Income less than $10,000 in 1988.

 $10,000–$19,999 Income between $10,000 and $19,999 in 1988.

 $20,000 or more Income more than $20,000 in 1988.

Number of Risk Factors

Count of number of persistence risk factors. Risk factors include delayed enrollment, no high

school diploma, part-time attendance, financial independence, having children, being a single

parent, and working full time while enrolled.

When began at first institution ATRS8990

When began working toward associate’s degree ATRSAA

When began working toward bachelor’s degree ATRSBA
B-27

When began working toward certificate ATRSCT

When began first spell ATRS8990

When began longest spell ATRSLONG

When began last spell ATRSLAST

None Student had no risk factors.

One Student had one risk factor.

Two Student had two risk factors.

Three or more Student had three or more risk factors.

Delayed postsecondary enrollment DELAYNER

Delayed entry into postsecondary education after high school graduation. Positive values on this

variable are also used to identify the percentage of students who delayed entry.

Did not delay Students with standard high school diplomas who

entered postsecondary education in the same

calendar year as high school graduation.

Delayed Students who did not receive a standard high school

diploma (received a GED or a certificate of

completion) were considered to have delayed, as

well as students with standard high school diplomas

who did not enter postsecondary education in the

same calendar year as high school graduation.

Worked full time while enrolled

When began at first institution EMWK8990

When began working toward associate’s degree EMWKAA

When began working toward bachelor’s degree EMWKBA

When began working toward certificate degree EMWKCT

When began first spell EMWK8990

When began longest spell EMWKLONG

When began last spell EMWKLAST

Did not work full time while Student worked less than 34 hours per week while enrolled enrolle

d.

Include

s

student

s who

did not

work.

Worked full time while enrolled Student considered his/her primary role in

postsecondary education to be that of employee, or
B-28

student who worked 34 or more hours/week while

enrolled.

Students who considered their primary role in postsecondary education as employees were

automatically considered to be full time. The remaining students were categorized as working

full time while enrolled if the average number of hours/week they worked while enrolled was

34 or more. Positive values on these variables are also used to identify the percentage of students

who worked full time while enrolled.

Attendance status

Intensity of enrollment during the month when the student began at the referent institution. 

When began at first institution ATT8990

When began working toward associate’s degree ATTAA

When began working toward bachelor's degree ATTBA

When began working toward certificate ATTCT

When began first spell ATT8990

When began longest spell ATTLONG

When began last spell ATTLAST

When began the 1989–90 academic year ATT8990

When began the 1990–91 academic year ATT9091

When began the 1991–92 academic year ATT9192

When began AY 1992–93 academic year ATT9293

When began AY 1993–94 academic year ATT9394

Full time Student was enrolled full time.

Part time Student was enrolled part time.

Social, Academic, and Work Experiences

Index of social integration in 1989–90 SOCL8990

Average social integration at the NPSAS institution. Examines whether the student had contact

with faculty outside of class, went places with friends from school, participated in student

assistance centers/programs, or participated in school clubs. The mean of the students’ responses

across these questions was calculated. Each question used in the calculation included 4 possible

responses: 1=never, 2=once, 3=sometimes, 4=often.

Low Student’s average social integration was less than or

equal to 1.75.

Moderate Student’s average social integration was greater

than 1.75 but less than or equal to 2.75.

High Student’s average social integration was greater

than 2.75.

Index of academic integration in 1989–90 ACAD8990
B-29

Average academic integration at the NPSAS institution. Examines whether the student attended

career-related lectures, participated in study groups with other students, talked academic matters

with faculty or met advisor concerning academic plans. The mean of the students’ responses

across these questions was calculated. Each question used in the calculation included 4 possible

responses: 1=never, 2=once, 3=sometimes, 4=often.

Low Student’s average academic integration was less

than or equal to 1.75.

Moderate Student’s average academic integration was greater

than 1.75 but less than or equal to 2.75.

High Student’s average academic integration was greater

than 2.75.

Satisfaction with first institution in 1989–90 SATISFYN

Number of aspects of the institution the student reported being satisfied with. Examines whether

the student was satisfied with the cost of attending the institution the prestige of the institution,

teaching ability, social life, and their intellectual development.

Low Student reported being satisfied with one or fewer

aspects of the institution.

Moderate Student reported being satisfied with two aspects of

the institution.

High Student reported being satisfied with three or more

aspects of the institution.

Local residence in 1989–90 LOCALRES

Where the student reported living during the 1989–90 academic year.

Campus housing Student lived in institution-owned living quarters.

These are typically on-campus dormitories,

residence halls, or other facilities.

Off-campus Student lived off-campus in non-institution-owned

housing, but not with parents.

With parents Student lived at home with parents.

Educational aspirations in 1989–90 ASPIRE

Highest level of education that the student expected to complete. Recoded from the student's

reported educational aspirations in the NPSAS survey. 

Trade school Student expected to earn a vocational certificate or

license, or to attend college, but not to earn a

bachelor’s degree.
B-30

2-year degree Student expected to earn less than a bachelor's

degree, but planned to attend at least 2 years

(including those who aspired to earn an associate’s

degree). 

Bachelor’s degree Student expected to earn a bachelor’s degree, but

not an advanced degree.

Advanced degree Student expected to earn a master’s, doctorate, or

first professional degree.

Average hours worked while enrolled in 1989–90 HRS8990

Average hours worked per week during those months when enrolled for at least part of the

month. If the student was employed (including college work-study) during a given month, the

average number of hours worked per week across all jobs held during the month was derived

based on the start and end dates and the average hours worked per week of each job as reported

during the interview. In calculating this average, the denominator was increased by 1 if the

student was employed and enrolled at any time during the month. For this variable, employment

was only considered if the student was enrolled during part of the month. For example, if

students worked 20 hours per week for three months during the year they were enrolled, but

worked 40 hours per week at other times, their value for this variable would be 20 (i.e., in

deriving this variable, the hours employed while not enrolled were ignored).

Less than 5 hours Student worked less than 5 hours while enrolled.

5–15 hours Student worked 5 to 15 hours while enrolled.

16–25 hours Student worked 16 to 25 hours while enrolled.

26–34 hours Student worked 26 to 34 hours while enrolled.

More than 34 hours Student worked more than 34 hours while enrolled.

Grade point average in 1989–90 GPA

Cumulative grade point average over the 1989–90 academic year. The most recent GPA was used

if the cumulative GPA was not available.

Less than C’s Student’s grade point average fell at or below 1.75.

Mostly C’s Student’s grade point average fell between 1.75 and

2.25.

B’s and C’s Student’s grade point average fell between 2.25 and

2.75.

Mostly B’s Student’s grade point average fell between 2.75 and

3.25.

A’s and B’s Student’s grade point average fell between 3.25 and

3.75.
B-31

Mostly A’s Student’s grade point average fell at or above 3.75.
B-32

Number of types of remedial instruction received in 1989–90 REMEDIAL

Count of number of types of remedial instruction received in 1989–90. Possible types include

reading, mathematics, writing, and study skills.

None Student did not receive any remedial instruction.

One Student received one type of remedial instruction.

Two or more Student received two or more types of remedial

instruction.

Education financing characteristics

Total costs in 1989–90 TOTCOST2

This variable represents the total student costs during the 1989–90 academic year, including the

sum of tuition and fees, room and board, books and supplies, and other educational, room, or offcampus costs. Room, board, and other living costs for off-campus students is derived by

multiplying the student-reported average monthly household expenses by the number of months

enrolled. This variable adjusts for non-tuition costs of part time and independent students so that

the monthly expenses of the independent household included in educational costs are limited to

the student and related to attendance intensity.

Less than $4,000 Student’s education costs during the 1989–90

academic year was less than $4,000.

$4,000–$7,999 Student’s education costs during the 1989–90

academic year was between $4,000 and $7,999.

$8,000–11,999 Student’s education costs during the 1989–90

academic year was between $8,000 and $11,999.

$12,000 or more Student’s education costs during the 1989–90

academic year was $12,000 or more.

Total aid amount in 1989–90 TOTAID

Total amount of financial aid received by a student during the 1989–90 academic year. Includes

grants, loans, or work study as well as loans under the PLUS program.

None Student did not receive financial aid during the

1989–90 academic year.

Less than $2,000 Financial aid received during the 1989–90 academic

year was less than $2,000.

$2,000–$4,999 Financial aid received during the 1989–90 academic

year was between $2,000 and $4,999.
B-33

$5,000–$6,999 Financial aid received during the 1989–90 academic

year was between $5,000 and $6,999.

$7,000 or more Financial aid received during the 1989–90 was

$7,000 or more.more.

Total federal aid amount in 1989–90 TFEDAID

Total amount of aid received by a student during the 1989–90 academic year from all federal aid

programs. Positive values on this variable are also used to identify the percentage of students

who received this category of aid.

None Student did not receive federal financial aid during

the 1989–90 academic year.

Less than $2,000 Federal financial aid received during the 1989–90

academic year was less than $2,000.

$2,000–$4,999 Federal financial aid received during the 1989–90

academic year was between $2,000 and $4,999.

$5,000–$6,999 Federal financial aid received during the 1989–90

academic year was between $5,000 and $6,999.

$7,000 or more Federal financial aid received during the 1989–90

academic year was $7,000 or more.

Total loan amount in 1989–90 TOTLOAN

Total amount of non-family loan aid received by a student during the 1989–90 academic year.

This includes all loans through federal, state, or institutional programs except PLUS loans (which

are made to parents). Loans are a type of student financial aid that advances funds and that are

evidenced by a promissory note requiring the recipient to repay the specified amounts under

prescribed conditions. Does not include loans from parents, relatives, or friends.

None Student did not receive a loan during the 1989–90

academic year.

Less than $1,000 Loans received during the 1989–90 academic year

was less than $1,000.

$1,000–$1,999 Loans received during the 1989–90 academic year

was between $1,000 and $1,999.

$2,000–$2,999 Loans received during the 1989–90 academic year

was between $2,000 and $2,999.

$3,000 or more Loans received during the 1989–90 academic year

was $3,000 or more.
B-34

Total grant amount in 1989–90 TOTGRT

Total grants received during the 1989–90 academic year. This includes all grants from any

source. Grants are a type of student financial aid that does not require repayment or employment.

Grants include scholarships and fellowships. 

None Student did not receive a grant during the 1989–90

academic year.

Less than $1,000 Grants received during the 1989–90 academic year

was less than $1,000.

$1,000–$1,999 Grants received during the 1989–90 academic year

was between $1,000 and $1,999.

$2,000–$2,999 Grants received during the 1989–90 academic year

was between $2,000 and $2,999.

$3,000 or more Grants received during the 1989–90 academic year

was $3,000 or more.

Aid package at first institution in 1989–90 AIDP8990

Types of financial aid received from all sources, including federal, state, institution, and other

sources at the first (NPSAS) institution during the 1989–90 academic year. 

No aid Student did not receive any aid at the first institution during the

1989–90 academic year.

Grants,no loans Student received grants but not loans at the first

institution during the 1989–90 academic year.

Grants and loans Student received grants and loans at the first

institution during 1989–90 academic year.

Loans, no grants Student received loans but not grants at the first

institution during 1989–90 academic year.

Other aid Student received aid other than grants or loans at the

first institution during the 1989–90 academic year.

Financial aid receipt during the academic year

During the 1989–90 academic year AID8990

During the 1990–90 academic year AID9091

During the 1991–92 academic year AID9192

During the 1992–93 academic year AID9293

During the 1993–94 academic year AID9394

Yes Student received non-family financial aid from any

source; including federal, state, institution and other

sources, during the academic year. 
B-35

No Student did not receive non-family financial aid

from any source; including federal, state, institution

and other sources, during the academic year.

Positive values on these variables are also used to identify the percentage of students who

received any non-family aid during a particular academic year.

Any financial aid ANYAID93

Received any financial aid during postsecondary education.

Received financial aid Student received non-family financial aid from any

source during postsecondary education. 

Did not receive financial aid Student never received any non-family financial aid from any

source during postsecondary education. 

Positive values on this variable are also used to identify the percentage of students who received

any non-family financial aid from any source during postsecondary education.

Grants GOTGRANT

Received any grants or scholarships during postsecondary education.

Received grant Student received a grant or scholarship during

postsecondary education.

Did not receive grant Student never received a grant or scholarship during postsecondary

education. 

Positive values on this variable are also used to identify the percentage of students who received

a grant or scholarship during postsecondary education.

Loans GOTLOAN

Received any loans during postsecondary education.

Received loan Student received a non-family student loan during postsecondary

education. 

Did not receive loan Student never received a non-family student loan

during postsecondary education.

Positive values on this variable are also used to identify the percentage of students who received

non-family student loans during postsecondary education.

Employer aid GOTEMPL

Received any employer aid during postsecondary education.
B-36

Received employer aid Student received employer aid during postsecondary

education.

Did not receive employer aid Student never received any employer aid during postsecondary

education. 

Positive values on this variable are also used to identify the percentage of students who received

employer aid during postsecondary education.

Spouse or other relative financial assistance SPSOTHER

Received any financial assistance from spouse or other relatives during postsecondary education.

Received spouse or other Student received assistance from a spouse or other

relative financial assistance relatives during postsecondary education.

Did not receive spouse or other Student never received assistance from a spouse

relative financial assistance or other relatives during postsecondary education. 

Positive values on this variable are also used to identify the percentage of students who received

assistance from a spouse or relatives during postsecondary education.

Parents financial contribution CNTRBPAR

Received any financial contribution from parents during postsecondary education.

Received parent’s financial Student received a financial contribution from

contribution parents during postsecondary education. 

Did not receive parent’s financial Student never received any financial contribution

contribution from parents during postsecondary education. 

Positive values on this variable are also used to identify the percentage of students who received

a financial contribution from parents during postsecondary education.

Personal savings PRSNSAVE

Used personal savings during postsecondary education.

Used personal savings Student used personal savings for tuition or

associated living expenses during postsecondary

education.

Did not use personal Student never used personal savings for tuition or

savings associated living expenses during postsecondary

education.

Positive values on this variable are also used to identify the percentage of students who used

personal savings for tuition or associated living expenses during postsecondary education. 

Loan from parents FROMPARS

Received a loan from parents during postsecondary education.
B-37

Received loan from parents Student received a parental loan during

postsecondary education. 

Did not receive loans from Student never received a parental loan during

parents postsecondary education. 

Positive values on this variable are also used to identify the percentage of students who

received a parental loan during postsecondary education.

Education borrowing activities

Borrowed for undergraduate education EVERBOR

Positive values on this variable are used to identify the percentage of students who received any

loan, including a family loan, during postsecondary education.

Owe on postsecondary loans DRVOWE

Positive value on this variable are used to identify the percentage of students who still owed on

any postsecondary loan from any source, including a family loan.

Amount borrowed for postsecondary education DRVBORAM

Amount the student borrowed for postsecondary education from all sources, including family as

of spring 1994. 

Less than $5,000 Amount student borrowed for postsecondary

education was less than $5,000.

$5,000–9,999 Amount student borrowed for postsecondary

education was between $5,000 and $9,999.

$10,000–14,999 Amount student borrowed for postsecondary

education was between $10,000 and $14,999.

$15,000–19,999 Amount student borrowed for postsecondary

education was between $15,000 and $19,999.

$20,000 or more Amount student borrowed for postsecondary

education was $20,000 or more.

The variable was also used as an average.
B-38

Amount owed on postsecondary loans DRVOWEAM

Amount the student owes on loans borrowed for postsecondary education from all sources,

including family, as of spring 1994.

Less than $5,000 Amount student owed on postsecondary loans was

less than $5,000.

$5,000–9,999 Amount student owed on postsecondary loans was

between $5,000 and $9,999.

$10,000–14,999 Amount student owed on postsecondary loans was

between $10,000 and $14,999.

$15,000–19,999 Amount student owed on postsecondary loans was

between $15,000 and $19,999.

$20,000 or more Amount student owed on postsecondary loans was

$20,000 or more.

The variable was also used as an average.

Currently repaying educational loans SFCURREP

Positive values on this variable are used to identify the percentage of students who were repaying

the postsecondary loans as of spring 1994.

Paying by self SFREHELP

Positive values on this variables are used to identify the percentage of students who were

repaying educational loans on their own, rather than receiving help from others.

Average monthly loan payment SFAVGPAY

For students who reported repaying loans as of spring 1994 the variable represents their average

monthly loan payment.

Less than $50 Average monthly loan payment was less than $50.

$50–99 Average monthly loan payment was between $50

and $99.

$100–149 Average monthly loan payment was between $100

and $149.

$150–199 Average monthly loan payment was between $150

and $199.

$200 or more Average monthly loan payment was $200 or more.
B-39

Marital status and family formation

Marital status in 1994 MARITAL2

Marital status as of spring 1994. A small percentage of students who indicated that they were

single, but living as married, were categorized as never married.

Never married Student reported never having been married.

Married Student reported being married.

Divorced, widowed, separated Student reported being divorced, widowed,

separated.

Timing of marriage WHEN_MAR

Student-reported date of marriage was compared to reported dates of first and last enrollment in

order to determine the timing of marriage relative to postsecondary education.

Before postsecondary education Student reported marrying prior to postsecondary

education.

While enrolled in Student reported marrying while enrolled

postsecondary education in postsecondary education.

After last term Student reported marrying after last term in

postsecondary education.

Current number of children SECURCHL

Number of children reported by student as of spring 1994.

None Student did not report having children.

One or more Student reported having one or more child.

Timing of first child HAD_KID

Student-reported birthdate of first child was compared to reported dates of first and last

enrollment in order to determine the timing of first child relative to postsecondary education.

Before postsecondary education Student reported having first child prior to

postsecondary education.

While enrolled in Student reported having first child during

postsecondary

postsecondary education education.

After last term Student reported having first child after last term in

postsecondary education.
B-40

Age in 1994 AGE8990

Student’s age as of spring 1994; derived by adding 5 years to the age of the students when they

began postsecondary education.

24 years or younger Student was 24 years old or younger.

25–29 years Student was between 25 and 29 years old.

30–34 years Student was between 30 and 34 years old.

35 years or older Student was 35 years or older.

Graduate school and further education activities

Applied or intended apply to graduate school APPLY

Positive values on this variable are used to identify the percentage of students who intended to

apply or had applied to graduate school. Derived for bachelor's degree attainers only.

Attended graduate school GRADSCHL

Positive values on this variable are used to identify the percentage of students who had ever

attended graduate school. Derived for bachelor's degree attainers only.

Type of licensing exam taken

 

Taken any licensing exams SBLICEXM

Taken teachers licensing exam SBTCHEXM

Taken nursing licensing exam SBNUREXM

 Taken medical licensing exam SBMEDEXM

 Taken communication licensing exam SBCOMEXM

 Taken business licensing exam SBBUSEXM

 Taken cosmetology licensing exam SBCOSEXM

 Taken engineering licensing exam SBENGEXM

Positive values on these variables are used to identify the percentage of those students who took

licensing exams who reported taking these specific types of licensing examinations. 

Civic participation and voting activities

Participate in volunteer/community service in last 2 years SIVOL2YR

Positive values on this variable are used to identify the percentage of students who reported

performing any volunteer/community service work during the past 2 years, such as PTA, little

league, scouts, service clubs, church groups, or social action groups.
B-41

Currently doing volunteer work in 1994 SICURVOL

Positive values on this variable are used to identify the percentage of students who reported

currently performing any volunteer/community service work during spring 1994, such as PTA,

little league, scouts, service clubs, church groups or social action groups.

Types of community/volunteer service organization worked with within past 2 years

 

Service organization SISERORG

Community center/social-action/neighbor group SICOMCTR

Church/church-related group SICHRGRP

Hospital/nursing home SIHOSNUR

Youth organization SIYTHORG

Educational organization SIEDUORG

Positive values on these variables are used to identify the percentage of students who reported

performing volunteer/community service in these types of organizations within the past 2 years.

Voter registration status SVVOTREG

Student’s reported voter registration status as of spring 1994.

Currently registered Student was registered to vote as of spring 1994.

Previously registered, Student had previously been registered to vote, 

but not currently registered but was not registered as of spring 1994.

Never registered Student had never registered to vote.

Not eligible to register Student was not eligible to vote.

Voting activities

Student’s reported voting activity as of spring 1994. 

Voted in local/state/national election since 2/92 SIVTLSNE

Voted in 1992 presidential election SIV92PEL

Positive values on these variables are used to identify the percentage of students who voted.

Employment experiences

Ever work while enrolled SWORKAT

Positive values on this variable are used to identify the percentage of students who ever spent at

least 1 month both working and enrolled during postsecondary education.

Number of jobs held during PSE NUMJOBS

Count of number of jobs the student reported during postsecondary education.
B-42

None Student did not hold any jobs during postsecondary

education.

One Student held one job during postsecondary

education.

Two Student held two jobs during postsecondary

education.

Three or more Students held three or more jobs during postsecondary education.

Co-op/apprentice job COOP

Working students who identified their primary role in postsecondary education as a student were

asked the co-op status of all jobs held prior to the date of last enrollment. The variable indicates

whether of those jobs at least one was a co-op job (i.e., one in which students receive vocational

training through the cooperation of employers and the postsecondary institution). 

Did not have at least one co-op or apprentice job

Had at least one co-op or apprentice job

Positive values on this variable are also used to identify the percentage of students who ever held

a co-op job.

On-campus job ONCAMP

Working students who identified their primary role in postsecondary education as a student were

asked the on-campus status of all jobs held prior to the date of last enrollment. The variable

indicates whether at least one of those jobs was on-campus. 

Did not have at least one on-campus job

Had at least one on-campus job

Positive values on this variable are also used to identify the percentage of students who ever held

an on-campus job.

Job related to studies RFOS

Working students who identified their primary role in postsecondary education as a student were

asked whether any jobs held prior to the date of last enrollment were related to their

undergraduate field of study. The variable indicates whether at least one of those jobs was

“closely” related to their undergraduate field of study. A job was considered unrelated if it was

reported to be either “somewhat” or not related to their field of study.

Did not have at least one job related to studies

Had at least one job related to studies

Positive values on this variable are also used to identify the percentage of students who reported

holding at least one job related to their field of study.
B-43

Simultaneous jobs DUPJOBS

Across all months during which students were both enrolled and working, students reported more

than one job per month for at least 2 months (months were not necessarily sequential). 

Did not hold more than one job simultaneously

Held more than one job simultaneously

Positive values on this variable are also used to identify the percentage of students who ever 

held simultaneous jobs.

Most recent job

Primary occupation 1993 OCCUP93

Occupational category of principal job in 1993.

Clerical

Craftsman\repair

Laborer

Manager\administrator

Skilled machinist

Professional

Sales

Services including protective services

Technical\computer

Other

Satisfaction with most recent job

Students reported satisfaction with aspects of most recent job.

Pay & fringe benefits SCSATPAY

Job security/permanence SCSATSEC

 Promotion opportunity SCSATPRO

 Further educational opportunities SCSATEDO

 Importance of work SCSATIMP

 Difficulty/challenge of work SCSATDIF

Overall satisfaction SCSATALL

Satisfied Student indicated being satisfied with the specific

aspect of the most recent job.

Dissatisfied Student indicated being satisfied with the specific

aspect of the most recent job.

Unemployment experiences
B-44

Ever unemployed UNEMPLOY

Positive values on this variable are used to identify the percentage of students who reported ever

being unemployed between 1989 and 1994. Unemployed is defined as having no job but actually

seeking work.

Ever receive unemployment compensation GETCOMP

Positive values on this variable are used to identify the percentage of students who reported ever

receiving unemployment compensation between 1989 and 1994.

Total duration of unemployment in weeks TOTDUR

Variable represents the total number of months the student was ever unemployed between 1989

and 1994. Variable used as an average.

Unemployed during calendar year

Variable represents the number of separate periods of unemployment during each calendar year.

Unemployment periods may be counted more than once. 

1990 NUNEMP90

1991 NUNEMP91

 1992 NUNEMP92

 1993 NUNEMP93

Positive values on these variables are used to identify the percentage of students who reported

being unemployed in a academic year.

Most recent principal job

Months before obtained first principal job after PSE TIME2FJ

Variable represents the number of months between the students’ last enrollment and when they

obtained their first job. Students who obtained a job immediately after postsecondary education

were coded as 0. Students who reported being still enrolled in spring 1994 or who never worked

were coded as missing on this variable.

 

Less than 1 month Student obtained first principal job within one

month after postsecondary education.

1–3 months Student obtained first principal job within one to

three months after postsecondary education.

3–6 months Student obtained first principal job within three to

six months after postsecondary education.

6–9 months Student obtained first principal job within six to

nine months after postsecondary education.
B-45

9–12 months Student obtained first principal job within nine to

twelve months after postsecondary

More than 12 months Student obtained first principal job more than twelve months after

postsecondary education.

Activities to obtain most recent principal job

 Looked through want ads RJWADS

 Asked family, friends, or faculty—recent job RJFAMF

 Asked for interview to determine opportunity RJINTV

 Went to campus placement office RJSCPL

 Sent resume, submitted application RJRESU

 Other action taken RJOTHR

Positive values on these variables are used to identify the percentage of students who performed

the specific job search activities in order to obtain their most recent job.

Relationship between most recent principal job and education

 Able to apply skills learned in school RJAPPLSC

 Could have obtained job without education RJJWOTED

 Job different from education and training RJJDIFTR

 Job used tools and equipment trained to use RJTEQTRA

Positive values on these variables are used to identify the percentage of students who reported

these specific aspects as characteristic of the relationship between their most recent principal job

and their postsecondary education.
Four-year institutions include all institutions offering 4-year baccalaureate degrees. 1

C-1

Appendix C

Technical Notes and Methodology

Survey Content

The need for a nationally representative database on postsecondary student financial aid

prompted the U.S. Department of Education to conduct the 1990 National Postsecondary Student Aid Study

(NPSAS:90). To provide the full range of information on financing postsecondary education, NPSAS

included both aided and nonaided students. The 1990/94 Beginning Postsecondary Students Longitudinal

Study (BPS:90/94) followed students identified as first-time beginning (FTB) students in the academic

year 1989–90 from the NPSAS:90 sample. A computer-assisted telephone interview (CATI) was conducted

both 2 and 4 years after the NPSAS:90 survey that obtained information concerning enrollment, program

completion, education financing, employment, and family formation; graduate school access and

enrollment; and civic participation. The data derived from this survey permit a variety of analyses

concerning postsecondary persistence and completion, entry into the work force, and civic

participation.

Target Population

The target population of BPS is all students who entered postsecondary education for the first

time in academic year 1989–90. In defining the cohort as students who began postsecondary

education—regardless of when they graduated from high school—BPS represents a departure from previous

longitudinal studies of high school cohorts. The sample was designed to include students enrolled in

all types of postsecondary education. Thus, it included students enrolled in public institutions;

private, not-for-profit institutions; and private, for-profit institutions. The sample included

students at 2-year and 4-year institutions, as well as students enrolled in occupationally specific 1

programs that lasted for less than 2 years. 

The BPS sample is more likely than previous longitudinal studies to include some of the

increasing numbers of “nontraditional” postsecondary students, such as those who have delayed their

education due to financial needs or family responsibilities. Students who began their postsecondary

studies during some other period and then returned to them in 1989–90 were not included nor were those

who were still enrolled in high school. Similarly, institutions offering only correspondence courses,

institutions enrolling only their own employees, and U.S. service academies were not eligible for

NPSAS or BPS. 

Students eligible for BPS were identified in two stages. The first stage involved selection for

the NPSAS:90 sample, identified as being representative of all students enrolled in postsecondary

education between July 1, 1989 and June 30, 1990. Of the NPSAS:90 sample, those who were identified as

being first-time enrollees were eligible for BPS and were retained in the 1992 interview. BPS data are
The calling area consisted of all U.S. states, the District of Columbia, Canada, and some Caribbean Islands (including Puerto Rico)—i.e.,

2

numbers not requiring a foreign country or city code. Additionally, 15 international cases for which we obtained valid phone numbers were

attempted, yielding 6 completed interviews.

C-2

nationally representative by institution level and control, but like NPSAS data are not representative

at the state level.

A database of 11,700 NPSAS:90 participants that was believed to contain all possible FTB

students in the NPSAS:90 sample was the basis for selecting the BPS:90/92 sample. Prior to the start of

interviewing for BPS:90/92, 1,076 of the 11,700 first-time beginners were excluded from participation

after a review of the NPSAS:90 data revealed that they had been improperly classified.

In total the BPS:90/92 working sample consisted of 10,624 students. Considerable effort was

directed toward ensuring that the sample for BPS:90/92 contained appropriate members. Since the

preliminary sample contained a fairly large number of individuals with questionable status as FTB

students, during the course of interviewing for BPS:90/92 2,697 additional students were identified as

ineligible and 13 were identified as deceased. Of the 7,914 who remained, 6,520 were given full or

partial interviews and 1,394 did not respond. 

For additional information on the BPS:90/94 survey, consult the Beginning Postsecondary

Students Longitudinal Study Second Follow-up (BPS:90/94) Final Technical Report , Postsecondary

Longitudinal Studies Branch, Postsecondary Education Division, National Center for Education

Statistics, U.S. Department of Education, 555 New Jersey Avenue NW, Washington, DC 20208-5652.

BPS:90/94 Sample Design and Data Collection Procedures

The BPS:90/94 working sample consisted of the BPS:90/92 eligible respondents, plus those 90/92

non-respondents for whom BPS-eligibility (FTB status) had yet to be determined. 

Data collection for BPS:90/94 was completed utilizing Computer-Aided Telephone interview

(CATI). Location of student cases for the BPS:90/94 full-scale survey was initiated with information

provided by the BPS:90/92 locating database. All student and tracing source contact information

contained in that database was submitted to a national change of address (NCOA) service for updating.

Cases not located during BPS:90/92 were forwarded directly to pre-CATI telephone tracing, and

subsequently to field locating if intensive telephone tracing was unsuccessful. Prior to the start of

CATI operations, a pre-notification mailing was made to the student, enabling current contact

information to be provided to interviewers for basic CATI locating efforts. In the event that CATI

locating was unsuccessful, cases were sent to post-CATI central trace for telephone tracing and, again

as necessary, field locating.

Cases entered CATI in three separate waves. The initial wave contained the 6,950 cases not

requiring pre-CATI locating; the secondary wave contained 725 cases located in pre-CATI trace. The

third wave into CATI reflects “reactivations” of cases previously in CATI but identified for post-CATI

trace and successfully located through those additional tracing procedures. 

During tracing operations, 127 cases were identified as “exclusions”; this classification

included those who were: (a) out of the calling area; (b) deceased; (c) institutionalized or 2
There were 18 cases which had been determined BPS-eligible in BPS:90/92 but were BPS:90/92 nonrespondents because they answered no other

3

information.

Four sample members identified in BPS:90/92 as FTBs were actually non-FTBs and thus BPS-ineligible. The non-FTB rate among BPS:90/92

4

nonrespondents is considerably lower than that previously experienced among BPS:90/92 respondents; this indicates, among other things, that

“reentering” (older) students, who did not meet requirements for FTB determination, were easier to locate and interview during the first

follow-up and that post-CATI non-FTB modeling done in BPS:90/92 appropriately excluded a fair number of actual non-FTBs from the group of

BPS:90/92 nonrespondents.

For those identified as non-FTBs in the interview, the interview was terminated, and considered complete, as soon as they had completed that

5

portion of Section A determining eligibility. Partial interview was defined as either confirming/updating the set of schools attended in

Section B or responding to the current status interview, which, by definition, are applicable only to confirmed FTBs.

C-3

physically/mentally incapacitated and unable to respond to the survey; or (d) otherwise unavailable

for the entire data collection period. Discounting these exclusions, 7,132 were located and 655 were

not.

For sample members who had not responded to BPS:90/92, FTB status had not been confirmed. Among 3

the 1,376 former nonrespondents for whom BPS eligibility was not determined in BPS:90/92, FTB status

was determined for 884 in BPS:90/94. Of these 884, 165 (18.7 percent) were determined to be non-FTB. A4

total of 6,786 sample members were interviewed in 1994. Of these, 5,926 were full interviews and 691

were partial interviews (including 448 current status interviews). 5

Response Rates

A student was defined to be a respondent for BPS:90/94 if the student either confirmed the

schools attended (including identification of any additional schools not previously reported) or

provided status as of February 1994 for enrollment, employment, and postsecondary degree attainment.

Of the 7,239 who are known to be eligible sample students, 6,617 responded; eligibility status is still

undetermined for 486 sample members (approximately 6 percent of the BPS:90/94 sample). Thus, the

unweighted BPS:90/94 response rate is 91.4 percent among those students known to be eligible for

BPS:90/94. The weighted response rate, using the NPSAS:90 analysis weights, is 91.0 percent (table

C1). The number of sample members with sufficiently detailed enrollment histories to allow for

classification in the persistence variables used in this report was 6,018.

Sample Weighting and Estimation Procedures

Including the BPS:90/92 weights, four sets of weights have been prepared for analysis of the

BPS:90/94 data. These four sets of weights include:

(1) BPS:94 primary weight, cross-sectional and retrospective (BPS94AWT). These are the

primary weights to be used for analysis of the data collected in the 1994 survey for the

population of students who were first-time beginning students in the 1989–90 academic

year and had not died prior to 1994. These weights are also used for analysis of trends

utilizing data items collected retrospectively in the 1994 interviews for the

population of students who were first-time beginning students in the 1989–90 academic

year and had not died prior to 1992. These are the weights used in this report.
Woodruff, R.S. (1971). "A Simple Method for Approximating the Variance of a Complicated Estimate." Journal of the American Statistical

6

Association 66, 411–414.

Kovar, J.G., Rao, J.N.K., and Wu, C.F.J. (1988). “Bootstrap and Other Methods to Measure Errors in Survey Estimates.” Canadian Journal of

7

Statistics 16, Supplement, 25–45.

C-4

(2) BPS:92 weight, cross-sectional and retrospective (BPS92CWT). These weights are used

for analysis of the 1992 survey data items collected either directly in the 1992

interviews or retrospectively in the 1994 interviews for the population of students who

were first-time beginning students in the 1989–90 academic year and had not died prior

to 1992.

(3) BPS:92 weight, cross-sectional but not retrospective (BPS92NWT). These weights are

used for analysis of the data collected only in the 1992 survey for the population of

students who were first-time beginning students in the 1989–90 academic year and had

not died prior to 1992.

(4) BPS:92 to BPS:94 weight, longitudinal but not retrospective (BPS92LWT). These weights

are used for analysis of trends based on responses to comparable items collected in the

1992 and 1994 interviews for the population of students who were first-time beginning

students in the 1989–90 academic year and had not died prior to 1994. These weights are

used primarily for analysis of those items that were not collected retrospectively in

the 1994 interviews.

Each set of weights contains an estimation weight to be used for estimating population

parameters (e.g., means, percentages, and regression coefficients). Each set of weights also contains

a set of 35 replicate weights for computation of sampling variance estimates using the Jackknife

replication technique.

Taylor series variance estimates for nonlinear survey statistics are based on representation

of the nonlinear statistic by its first-order Taylor series expansion and computation of its variance

as if the sampling design were a nested, multistage design with a stratified sample of PSUs selected at

the first stage. Hence, given the linearization of any nonlinear survey statistic, the essential 6

ingredients for computation of Taylor series variance estimates are the analysis strata and analysis

PSUs.

The Taylor series analysis strata and analysis PSUs are based on the first stage of the sampling

design, which for BPS:90 was the first stage of the NPSAS:90 sampling design. Hence, the analysis

strata and analysis PSUs developed for use with the NPSAS:90 weights (OFCON2 and PSU) can also be used

with the BPS:90/92 weights to compute estimates of sampling variances using the Taylor series

technique.

Two types of replication techniques are commonly used for variance estimation for stratified

multistage sampling design like the NPSAS:90 design. They are balanced repeated replication (BRR) and

Jackknife replications. The Jackknife procedure has generally been shown to produce variance

estimators that are at least as accurate as, if not more accurate than, their BRR competitors. 7
The BPS sample is not a simple random sample and, therefore, simple random sample techniques for estimating sampling error cannot be applied

8

to these data. The DAS takes into account the complexity of the sampling procedures and calculates standard errors appropriate for such

samples. The method for computing sampling errors used by the DAS involves approximating the estimator by the linear terms of a Taylor series

expansion. The procedure is typically referred to as the Taylor series method.

C-5

Moreover, the Jackknife variance estimators tend to be less erratic when computing variances for small

analysis domains because each Jackknife replicate contains sample members except those in a single

analysis PSU, whereas each BRR replicate contains only half the analysis PSUs in the sample. Therefore,

35 Jackknife replicate weights were defined for estimation of NPSAS:90 sampling variances. All BPS:90

weight adjustments were independently replicated with each of the Jackknife replicate weights to

produce replicate weights that can be used for estimation of sampling variances for the BPS:90 analysis

files.

Accuracy of Estimates

The statistics in this report are estimates derived from a sample. Two broad categories of

error occur in such estimates: sampling and nonsampling errors. Sampling errors happen because

observations are made only on samples of students, not on entire populations. Non-sampling errors

occur not only in sample surveys but also in complete censuses of entire populations.

Nonsampling errors can be attributed to a number of sources: inability to obtain complete

information about all students in all institutions in the sample (some students or institutions

refused to participate, or students participated but answered only certain items); ambiguous

definitions; differences in interpreting questions; inability or unwillingness to give correct

information; mistakes in recording or coding data; and other errors of collecting, processing,

sampling, and estimating missing data.

Data Analysis System

The estimates presented in this report were produced from the BPS:90/94 Data Analysis System

(DAS). The DAS software makes it possible for users to specify and generate their own tables from

postsecondary data sets. With the DAS, users can recreate or expand upon the tables presented in this

report. In addition to the table estimates, the DAS calculates proper standard errors and weighted 8

sample sizes for these estimates. For example, table C2 presents the standard errors that correspond to

selected tables in the text, and the weighted sample size appear in C3. If the number of valid cases is

too small to produce an estimate (i.e., less than 30), the DAS prints the message “low-N” instead of the

estimate.

In addition to tables, the DAS will also produce a correlation matrix of selected variables to

be used for linear regression models. Included in the output with the correlation matrix are the design

effects (DEFT) for all the variables identified in the matrix. Since statistical procedures generally

compute regression coefficients based on simple random sample assumptions, the standard errors must be

adjusted with the design effects to take into account the BPS-stratified sampling method.

For more information about the NCES Data Analysis Systems, contact:
t

E1E2

se

2

1

se

2

2

C-6

Aurora D’Amico

NCES Longitudinal Studies Branch

555 New Jersey Avenue, NW

Washington, DC 20208-5652

(202) 219-1365

Internet address: AURORA_D'AMICO@ED.GOV

Analysis Variables

The analysis variables used in this report were derived from the base year NPSAS:90 survey, the

1992 BPS first follow-up, and the 1994 BPS second follow-up. Many of the student characteristics

variables originally collected in NPSAS:90 (age, race–ethnicity, type of high school diploma, high

school graduation year) were verified, completed, or corrected in the follow-up interviews, so there

are small differences in the distributions of the characteristics of the BPS students identified in the

NPSAS:90, in the BPS:90/92, and in the BPS:90/94 Data Analysis Systems (DAS). The income variable used

in this report is the original NPSAS:90 variable which includes imputed values for approximately onethird of the cases.

The cases with sufficiently detailed enrollment histories to allow classification in the

persistence variables used in this report and available in the BPS:90/94 DAS represent 89.4% of the

weighted BPS sample. Each of the persistence variables (described in appendix A) is accompanied by a

set of descriptive variables (age, attendance status, risk factors, type of institution) specific to

the approach that the persistence variable represents. These are described in the glossary (appendix

B). The notes to the analysis variables in the BPS:90/94 DAS include the SAS code used to create them.

Statistical Procedures

The comparisons described in the report have all been tested for statistical significance to

ensure that the differences are larger than those that might be expected due to sampling variation. The

following two types of comparisons have been made in the report:

Differences in two estimated percentages. The paired comparisons were tested using Student’s t

statistics. Comparisons based on the estimates of the proportions include the estimates of the

probability of a Type I error, or significance level. The significance levels were determined by

calculating the Student’s t values for the differences between each pair of means or proportions and

comparing these with published tables of significance levels for two-tailed hypothesis testing.

Student’s t values may be computed for comparisons using these tables’ estimates with the following

formula:

where E and E are the estimates to be compared and se and se are their corresponding standard errors. 1 2 1 2

Note that this formula is valid only for independent estimates. When the estimates were not
t

E1E2

se

2

1

se

2

2

2 (se1se2)

E1E2

se1se2

The standard that p .05/k for each comparison is more stringent than the criterion that the significance level of the comparisons should

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sum to p .05. For tables showing the t statistic required to ensure that p .05/k for a particular family size and degrees of freedom, see

Olive Jean Dunn, “Multiple Comparisons Among Means,” Journal of the American Statistical Association 56: 52-64.

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independent, for example, when comparing the percentages across a percent distribution in this

report—a row in a table—a covariance term was added to the denominator of the t-test formula. The

addition of the covariance term results in the following formula:

There are hazards in reporting statistical tests for each comparison. First, comparisons based

on large t statistics may appear to merit special attention. This can be misleading since the magnitude

of the t statistic is related not only to the observed differences in means or percentages but also to

the number of students in the specific categories used for comparison. Hence, a small difference

compared across a large number of students would produce a large t statistic. 

A second hazard in reporting statistical tests for each comparison is making multiple

comparisons among categories of an independent variable. For example, when making paired comparisons

among different levels of income, the probability of a Type I error for these comparisons taken as a

group is larger than the probability for a single comparison. When more than one difference between

groups of related characteristics or “families” are tested for statistical significance, one must

apply a standard that assures a level of significance for all of those comparisons taken together.

Comparisons were made in this report only when p .05/k for a particular pairwise comparison,

where that comparison was one of k tests within a family. This guarantees both that the individual

comparison would have p .05 and that when k comparisons were made within a family of possible tests,

the significance level of the comparisons would sum to p .05.9

For example, in a comparison of the percentages of males and females who enrolled in

postsecondary education, only one comparison is possible (males v. females). In this family, k=1, and

the comparison can be evaluated with a Student’s t test. When students are divided into five

racial–ethnic groups and all possible comparisons are made, then k=10 and the significance level of

each test must be p .05/10, or .005. The formula for calculating family size (k) is as follows: k=j *

(j - 1)/2, where j is the number of categories for the variable being tested. In the case of

race–ethnicity, there are five racial–ethnic groups (American Indian/Alaskan Native; Asian/Pacific

Islander; black, non-Hispanic; Hispanic; and white, non-Hispanic), so k=5*(5-1)/2=10.

Trends. In some instances pair-wise comparisons proved too cumbersome. For example, one would

like to say something about the general relationship between the percentage of first-time beginners

who attained a degree and their number of risk factors when they began postsecondary education. In many

cases not all of the six possible comparisons are statistically significant, even though the data

appear to suggest clear trends. In such cases, a weighted least squares regression formula was used to

test whether the inverse trend between the number of risk factors and the percentage of students with a

postsecondary degree was significant, even if all of the pair-wise comparisons were not.
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This regression test for linearity was done in this analysis using the data manipulation and

regression capabilities of the Microsoft EXCEL spreadsheet program. The input data for the regressions

were the estimates and standard errors in the output tables created by the Data Analysis System. All of

the variables included in the regression equations were transformed by dividing them by the standard

error of the relevant proportion. An intercept variable was also created by dividing a column of 1s by

the standard error of the corresponding proportion. The new dependent variable was then regressed on

the new independent variable and the intercept variable. The statistical significance of beta for the

independent variable was then evaluated in relation p 0.05, or t 1.96. One important limitation of

this test is that it can only be used to assess trends across interval variables or variable

categories.
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Table C1—Response rates for students included in the BPS:90/94 analysis file, by selected institution

characteristics

Unweighted Weighted

response rate response rate

All students 91.4 91.0

Institution type

Less-than-2-year 88.1 87.0

2-year 89.3 90.2

4-year, nondoctorate-granting 92.9 92.7

4-year, doctorate-granting 93.1 92.8

Institution control

Public 92.1 91.3

Private, not-for-profit 92.7 92.5

Private, for-profit 87.2 86.7

Level and control

4-year

Public 93.0 92.8

Private, not-for-profit 93.1 92.8

2-year

Public 90.0 90.4

Private, not-for-profit 89.4 89.5

Private, for-profit (2-year or more) 88.6 87.9

Less-than-2-year

Public 92.4 89.2

Private, not-for-profit 95.3 94.7

Private, for-profit 86.4 85.9

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90–94). 
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Table C2—Standard errors for table 1.3 (partial)—Percentage distribution of 1989–90 beginning

postsecondary students according to overall persistence and attainment of highest degree as of

spring 1994, by demographic characteristics

Associate's Bachelor's

None Certificate degree degree

Total 1.08 0.79 0.81 1.05

Gender

Male 1.52 1.05 0.91 1.31

Female 1.47 1.10 1.18 1.29

Age when began at first institution

18 years or younger 1.22 0.69 0.99 1.37

19 years 3.12 2.30 2.63 1.54

20–29 years 2.67 2.34 1.52 0.88

30 years or older 3.35 2.80 1.69 0.55

Socioeconomic status

Lowest quartile 2.98 2.38 1.55 1.04

Middle quartiles 1.58 1.15 1.09 1.14

Highest quartile 1.48 0.90 1.25 1.66

Race–ethnicity of student

American Indian/Alaskan Native 13.06 11.05 9.39 5.89

Asian/Pacific Islander 5.37 3.38 2.94 4.61

Black, non-Hispanic 3.22 2.44 2.08 2.09

Hispanic 3.99 3.23 2.62 2.80

White, non-Hispanic 1.25 0.90 0.90 1.21

Marital status when began at first institution

Not married 1.09 0.79 0.91 1.19

Married 3.32 2.77 1.64 1.01

Separated 10.50 10.53 1.86 0.79

Parental education

Less than high school diploma 3.43 3.10 1.57 1.51

High school diploma 1.78 1.45 1.36 1.22

Some postsecondary 2.04 1.46 1.54 1.70

Bachelor's or higher 1.64 0.93 1.26 1.77

Dependency status in 1989–90

Dependent 1.15 0.75 0.97 1.28

Independent 2.27 1.92 1.10 0.60

Income and dependency status in 1989–90

Dependent

Less than $20,000 2.33 1.72 1.90 1.76

$20,000–39,999 2.02 1.43 1.61 1.75

$40,000–59,999 2.28 1.45 1.69 1.93

$60,000 or more 2.25 1.14 2.04 2.64

Independent

Less than $10,000 3.21 2.90 1.80 1.09

$10,000–19,999 4.30 3.79 2.14 0.91

$20,000 or more 3.36 2.92 1.77 1.00

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).
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Table C3—Weighted sample sizes for selected row variables

N (in thousands)

Total 2,562

Gender 

Male 1,179

Female 1,383

Age when began at first institution 

18 years or younger 1,402

19 years 276

20–29 years 462

30 years or older 218

Socioeconomic status 

Lowest quartile 375

Middle quartiles 1,169

Highest quartile 1,017

Race–ethnicity of student 

American Indian/Alaskan Native 18

Asian/Pacific Islander 103

Black, non-Hispanic 226

Hispanic 194

White, non-Hispanic 2,016

Marital status when began at first institution 

Not married 1,911

Married 267

Separated 25

Parental education 

Less than high school diploma 233

High school diploma 818

Some postsecondary 555

Bachelor's or higher 817

Dependency status in 1989–90 

Dependent 1,895

Independent 666

Level and control of institution

4-year

Public 705

Private, not-for-profit 339

2-year

Public 1,148

Private, not-for-profit 44

Private, for-profit 98

Less-than-2-year

Public 47

Private, not-for-profit 10

Private, for-profit 168

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 Beginning Postsecondary Students Longitudinal

Study—Second Follow-up (BPS:90/94).