Persistence and Completion in 

Postsecondary Education of 

Participants in the TRIO Student Support 

Services Program

U.S. Department of Education

Office of Postsecondary Education
Persistence and Completion in Postsecondary 

Education of Participants in the TRIO Student 

Support Services Program

August 2015

Prepared for:

Student Service

Office of Postsecondary Education

U.S. Department of Education 

Prepared by: 

Kristina L. Zeiser

Tsze Chan

American Institutes for Research

Ruth Heuer 

Melissa Cominole

RTI International
This report was produced under U.S. Department of Education (Department) Contract No. ED-OPE-12-

C-0066 with RTI International and American Institutes for Research. Daveta Henderson served as the 

contracting officer’s representative. The views expressed herein do not necessarily represent the positions 

or policies of the Department. No official endorsement by the Department of any product, commodity, 

service, or enterprise mentioned in this publication is intended or should be inferred.

U.S. Department of Education

Arne Duncan

Secretary

Office of Postsecondary Education

Jamienne S. Studley

Deputy Under Secretary Delegated Duties of Assistant Secretary

Office of Postsecondary Education

Higher Education Programs

James T. Minor

Deputy Assistant Secretary

Office of Postsecondary Education

Higher Education Programs

Student Service

Linda Byrd-Johnson

Senior Director

August 2015

This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While 

permission to reprint this publication is not necessary, the citation should be: U.S. Department of 

Education, Office of Postsecondary Education, Student Service, Persistence and Completion in 

Postsecondary Education of Participants in the TRIO Student Support Services Program, Washington, 

D.C., 2015. 

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Contents iii Persistence and Completion in Postsecondary Education

Contents 

List of Tables ................................................................................................................................ iv

List of Figures ............................................................................................................................. viii

Executive Summary ..................................................................................................................... ix

Highlights ........................................................................................................................... ix

Persistence in Postsecondary Institutions .................................................................... ix

Completions .................................................................................................................. x

Data Limitations .................................................................................................................. x

Foreword ....................................................................................................................................... xi

Acknowledgments ....................................................................................................................... xii

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

Background and Purpose of the Report .............................................................................. 1

Methods of Analysis and Data Sources .............................................................................. 2

Student Achievements .................................................................................................................. 4

Persistence in Postsecondary Institutions ........................................................................... 4

Completions for Students Who Started in Two-Year Institutions ...................................... 5

Degree Completion for Students Who Started in Four-Year Institutions ........................... 8

Student Achievements in Rural, Urban, and Suburban Institutions ................................. 10

Conclusion ................................................................................................................................... 13

Appendix A: Glossary ................................................................................................................ 15

Appendix B: Data Sources and Methodology .......................................................................... 21

Appendix C: Educational Outcomes of Student Support Services (SSS) Participants 

and of a National Sample of Similar Students.................................................. 34

Appendix D: Additional Results ................................................................................................ 45
List of Tables iv Persistence and Completion in Postsecondary Education

List of Tables

Table 1. Number of Student Support Services (SSS) participants who entered twoyear institutions in 2007–08 and percentage who persisted to the fall of the 

second year, by eligibility status .................................................................................4

Table 2. Number of Student Support Services (SSS) participants who entered fouryear institutions in 2007–08 and percentage who persisted to the fall of the 

second year, by eligibility status .................................................................................5

Table 3. Number of Student Support Services (SSS) participants who entered twoyear institutions in 2007–08 and percentage who completed an associate 

degree or a certificate, or transferred to four-year institutions (with or 

without receiving an associate degree or certificate) within four years, by 

eligibility status ...........................................................................................................8

Table 4. Number of Student Support Services (SSS) participants who entered fouryear institutions in 2007–08 and percentage who completed a bachelor’s 

degree within six years, by eligibility status ...............................................................9

Table 5. Number of Student Support Services (SSS) participants who entered twoyear institutions in 2007–08 and percentage who persisted to the fall of the 

second year, by institution’s degree of urbanization ................................................10

Table 6. Number of Student Support Services (SSS) participants who entered fouryear institutions in 2007–08 and percentage who persisted to the fall of the 

second year, by institution’s degree of urbanization ................................................11

Table 7. Number of Student Support Services (SSS) participants who entered twoyear institutions in 2007–08 and percentage who completed an associate 

degree or a certificate, or transferred to four-year institutions (with or 

without receiving an associate degree or certificate) within four years, by 

institution’s degree of urbanization ..........................................................................11

Table 8. Number of Student Support Services (SSS) participants who entered fouryear institutions in 2007–08 and percentage who completed a bachelor’s 

degree within six years, by institution’s degree of urbanization ..............................12

Table B1. Number of Student Support Services (SSS) grantees, number and percentage 

of two-year SSS grantee institutions missing graduation data, and 

explanations for the missing data..............................................................................23

Table B2. Number of Student Support Services (SSS) grantees, number and percentage 

of four-year SSS grantee institutions missing graduation data, and 

explanations for the missing data..............................................................................23

Table B3. Two- and four-year Student Support Services (SSS) grantee institutions and 

institutions in the national sample,a by institutional characteristics .........................29
List of Tables v Persistence and Completion in Postsecondary Education

Table B4. Student Support Services (SSS) participants and students in the national 

samplea attending two- and four-year institutions, by eligibility, enrollment, 

demographic, and institutional characteristics ..........................................................30

Table C1. Number of Student Support Services (SSS) participants who entered twoyear institutions in 2007–08 and of students in the national samplea

 who 

entered two-year institutions in 2003–04, and percentage of each who 

persisted to the fall of the second year, by eligibility status .....................................34

Table C2. Number of Student Support Services (SSS) participants who entered fouryear institutions in 2007–08 and of students in the national samplea

 who 

entered four-year institutions in 2003–04, and percentage of each who 

persisted to the fall of the second year, by eligibility status .....................................35

Table C3. Number of Student Support Services (SSS) participants who entered twoyear institutions in 2007–08 and of students in the national samplea

 who 

entered two-year institutions in 2003–04, and percentage of each who 

completed an associate degree or certificate, or transferred to four-year 

institutions (with or without receiving an associate degree or certificate) 

within four years, by eligibility status ......................................................................38

Table C4. Number of Student Support Services (SSS) participants who entered fouryear institutions in 2007–08 and of students in the national samplea

 who 

entered four-year institutions in 2003–04, and percentage of each who 

completed a bachelor’s degree within six years,b by eligibility status .....................40

Table C5. Number of Student Support Services (SSS) participants who entered twoyear institutions in 2007–08 and of students in the national samplea

 who 

entered two-year institutions in 2003–04, and percentage of each who 

persisted to the fall of the second year, by institution’s degree of 

urbanization ..............................................................................................................41

Table C6. Number of Student Support Services (SSS) participants who entered fouryear institutions in 2007–08 and of students in the national samplea

 who 

entered four-year institutions in 2003–04, and percentage of each who 

persisted to the fall of the second year, by institution’s degree of 

urbanization ..............................................................................................................41

Table C7. Number of Student Support Services (SSS) participants who entered twoyear institutions in 2007–08 and of students in the national samplea

 who 

entered two-year institutions in 2003–04, and percentage of each who 

completed an associate degree or a certificate, or transferred to four-year 

institutions (with or without receiving an associate degree or certificate) 

within four years, by institution’s degree of urbanization ........................................42
List of Tables vi Persistence and Completion in Postsecondary Education

Table C8. Number of Student Support Services (SSS) participants who entered fouryear institutions in 2007–08 and of students in the national samplea

 who 

entered four-year institutions in 2003–04, and percentage of each who 

completed a bachelor’s degree within six years,b by institution’s degree of 

urbanization ..............................................................................................................43

Table D1. Number of Student Support Services (SSS) participants who entered twoyear institutions in 2007–08 and of students in the national samplea

 who 

entered two-year institutions in 2003–04, and percentage of each who 

persisted to the fall of the second year, by control of institution ..............................46

Table D2. Number of Student Support Services (SSS) participants who entered twoyear institutions in 2007–08 and of students in the national samplea

 who 

entered two-year institutions in 2003–04, and percentage of each who 

completed an associate degree or certificate, or transferred to four-year 

institutions (with or without receiving an associate degree or certificate) 

within four years, by control of institution ...............................................................47

Table D3. Number of Student Support Services (SSS) participants who entered twoyear institutions in 2007–08 and of students in the national samplea

 who 

entered two-year institutions in 2003–04, and percentage of each who 

completed an associate degree or certificate within four years, by the 

number and types of postsecondary institutions attended ........................................48

Table D4. Number of Student Support Services (SSS) participants who entered twoyear institutions in 2007–08 and of students in the national samplea

 who 

entered two-year institutions in 2003–04, and percentage of each who 

completed an associate degree or certificate, or transferred to four-year 

institutions (with or without receiving an associate degree or certificate) 

within four years, by enrollment intensity ................................................................49

Table D5. Number of Student Support Services (SSS) participants who entered fouryear institutions in 2007–08 and of students in the national samplea

 who 

entered four-year institutions in 2003–04, and percentage of each who 

persisted to the fall of the second year, by control of institution ..............................49

Table D6. Number of Student Support Services (SSS) participants who entered fouryear institutions in 2007–08 and of students in the national samplea

 who 

entered four-year institutions in 2003–04, and percentage of each who 

completed a bachelor’s degree within six years,b

 by control of institution ..............50

Table D7. Number of Student Support Services (SSS) participants who entered fouryear institutions in 2007–08 and of students in the national samplea

 who 

entered four-year institutions in 2003–04, and percentage of each who 

completed a bachelor’s degree within six years,b by the number and types of 

postsecondary institutions attended ..........................................................................51
List of Tables vii Persistence and Completion in Postsecondary Education

Table D8. Number of Student Support Services (SSS) participants who entered fouryear institutions in 2007–08 and of students in the national samplea

 who 

entered four-year institutions in 2003–04, and percentage of each who 

completed a bachelor’s degree within six years,b by enrollment intensity ...............52
List of Figures viii Persistence and Completion in Postsecondary Education

List of Figures 

Figure 1. Percentage of Student Support Services (SSS) participants who entered twoyear institutions in 2007–08 and completed an associate degree or 

certificate, or transferred to four-year institutions (with or without receiving 

an associate degree or certificate) within two, three, and four years ..........................6

Figure 2. Percentage of Student Support Services (SSS) participants who entered twoyear institutions in 2007–08 and who completed an associate degree or 

certificate without transfer to four-year institutions, completed an associate 

degree or certificate and transferred to four-year institutions, or transferred 

to four-year institutions without completing an associate degree or 

certificate within two, three, and four years ...............................................................7

Figure 3. Percentage of Student Support Services (SSS) participants who entered fouryear institutions in 2007–08 and who completed a bachelor’s degree within 

four, five, and six years ...............................................................................................9

Figure C1. Percentage of Student Support Services (SSS) participants who entered twoyear institutions in 2007–08, and of students in the national samplea who 

entered two-year institutions in 2003–04, who completed an associate 

degree or certificate, or transferred to four-year institutions (with or without 

receiving an associate degree or certificate) within two, three, and four years ........36

Figure C2. Percentage of Student Support Services (SSS) participants who entered twoyear institutions in 2007–08, and of students in the national samplea

 who 

entered two-year institutions in 2003–04, who completed an associate 

degree or certificate without transferring to four-year institutions, completed 

an associate degree or certificate and transferred to four-year institutions, or 

transferred to four-year institutions without completing an associate degree 

or certificate within two, three, and four years, by completion type ........................37

Figure C3. Percentage of Student Support Services (SSS) participants who entered fouryear institutions in 2007–08, and of students in the national samplea

 who 

entered four-year institutions in 2003–04, who completed a bachelor’s 

degree within four, five, and sixb years ....................................................................39
Executive Summary ix Persistence and Completion in Postsecondary Education

Executive Summary 

Numerous studies have documented academic achievement gaps between students from 

disadvantaged populations (e.g., students from low-income families, students demonstrating 

academic need, first-generation college students, and students with disabilities) and students 

from non-disadvantaged populations. The Student Support Services (SSS) program — one of the 

federal TRIO programs — was created to help address and close these gaps. SSS provides 

funding to two-year and four-year postsecondary institutions (grantees) to assist eligible students 

in persisting and ultimately completing a postsecondary education program of study. 

This report describes academic achievements attained by students who first participated in the 

SSS program as college freshmen in 2007–08. The methods of analysis are to calculate two 

academic achievement indicators: (1) persistence in postsecondary education and (2) completion 

rates for SSS participants who entered two-year and four-year institutions as freshmen. To 

provide some context for these outcomes, data from the 2004/09 Beginning Postsecondary 

Students Longitudinal Study (BPS:04/09) was used to draw a national sample of freshmen from 

both two-year and four-year institutions who began college during the 2003–04 academic year

— the most recent year for which national data on college completion were available. The 

BPS:04/09 students selected for this sample were low-income, first-generation college students, 

or students with disabilities who also demonstrated some form of academic need, thereby 

meeting the same criteria that students must meet to be eligible for SSS program services. 

Highlights

Persistence in Postsecondary Institutions

• Among SSS students who enrolled as freshmen in two-year institutions in 2007–08, 86 

percent either continued to enroll or had received an associate degree or certificate 

(including transfers) by the fall of the following year (Table 1). Sixty-five percent of the 

students drawn from the national sample who entered two-year institutions in 2003–04 

attained the same success (Table C1).

• Among SSS students who enrolled as freshmen in four-year institutions in 2007–08, 93 

percent were still enrolled in the following fall semester (Table 2). Seventy-nine percent 

of the students drawn from the national sample who entered four-year institutions in 

2003–04 persisted to the following fall (Table C2). 
Executive Summary x Persistence and Completion in Postsecondary Education

Completions

Two-Year Institutions

• Two years after entering postsecondary institutions as freshmen, 29 percent of SSS 

participants transferred to four-year institutions, received an associate degree, and/or 

received a certificate. This completion rate increased to 41 percent by the end of the third 

year of college and to 50 percent by the end of the fourth year of college (Figure 1). The 

completion rates for the national student sample who entered two-year institutions in 

2003–04 were 12 percent, 21 percent, and 28 percent within two, three, and four years of 

college entry, respectively (Figure C1). 

Four-Year Institutions

• Among SSS students who enrolled as freshmen at a four-year institution in 2007–08, 48 

percent had received a bachelor’s degree by the end of their sixth year of college (Table 

4). Forty percent of students in the national sample who entered a four-year institution in 

2003–04 received a bachelor’s degree during this same time span (Figure C3).

Data Limitations

As discussed further in Appendix B, data and methodological limitations preclude direct 

comparisons between SSS participants and the national student sample. As a result, the data 

presented in this report cannot be used to measure the impact of the SSS program on student 

achievements. Data limitations include:

• Data collection timeframes: The national data collection period and the SSS data 

collection period occurred four years apart, which has the potential to increase or 

decrease any real differences between SSS participants and those in the national sample.

• Differences in institutional characteristics: A larger percentage of SSS grantees (both 

two-year and four-year) than institutions in the BPS:04/09 sample were public 

institutions. Additionally, SSS is a competitive program, meaning that institutions selfselect to apply to the program and only the top-rated applications are funded. This could 

introduce bias when making comparisons with institutions without SSS grants. 

• Difference in student characteristics: Sixty-five percent of SSS participants were both 

“low-income and first-generation” at both two-year and four-year institutions, while 32 

percent of the BPS:04/09 students in the national sample at two-year institutions and 26 

percent of the BPS:04/09 students in the national sample at four-year institutions were 

“low-income and first generation.” In addition, 18 percent of SSS participants were firstgeneration only, while 50 percent of the BPS:04/09 students in the national sample were 

first-generation only. 
Foreword xi Persistence and Completion in Postsecondary Education

Foreword 

The mission of the U.S. Department of Education (the Department) is to promote student 

achievement and preparation for global competitiveness by fostering educational excellence and 

ensuring equal access. In keeping with this mission, the Student Support Services (SSS) program 

of the federal TRIO Programs (TRIO) assists college students from disadvantaged backgrounds 

who need academic support to complete their education. The goals of the SSS program are to 

increase rates of college persistence, graduation, and transfer from two-year to four-year 

institutions for eligible students, and to foster an institutional climate that supports the success of 

low-income students, first-generation students, and individuals with disabilities. 

On behalf of the Department’s Office of Postsecondary Education’s Student Service, we are 

pleased to present this report, Persistence and Completion in Postsecondary Education of 

Participants in the TRIO Student Support Services Program. The body of this report provides 

information on the academic achievements of students who first participated in the SSS program 

as college freshmen in 2007–08. Findings are contextualized using outcome information taken 

from a national sample of students who began college in 2003–04. Appendix C includes tables 

and figures that present data on these SSS participants and students in the national sample.

While the data from the national sample add valuable context, they do not allow for direct 

comparisons, both because the SSS and national sample data collections occurred four years 

apart, and because of differences in student and institutional characteristics between SSS 

participants and the national sample. A more rigorous program evaluation is required to make 

direct comparisons.

Data limitations notwithstanding, this report provides valuable information on an important 

federal program and adds to the public’s understanding of a large and understudied population. 

The information in this report should prove useful to a wide array of stakeholders, including 

Congress, TRIO project staff, education researchers, and interest group members. 

In making this report available, we hope that the information it provides on the performance of 

the SSS program will foster communication among stakeholders aimed at assessing our mission 

and furthering the president’s 2020 goal of increasing postsecondary persistence and degree 

completion. 

Linda Byrd-Johnson 

Senior Director

Student Service 
Acknowledgments xii Persistence and Completion in Postsecondary Education

Acknowledgments 

The authors would like to thank the people and organizations that assisted with various aspects 

of this report. First, we would like to thank Rita Kirshstein and Iliana Brodziak de los Reyes of 

American Institutes for Research for their thoughtful input on early versions of this report. We 

also want to express our gratitude to the staff at the National Student Clearinghouse for their 

helpfulness and professionalism in handling our requests for supplemental postsecondary data 

for Student Support Services (SSS) participants. We also thank the staff at Computer Business 

Methods, Inc. for their continued support with collecting annual performance report data from 

SSS grantees. Finally, we would like to thank Julie Laurel, Frances Bergeron, and Nate Ramsey

at the U.S. Department of Education for their invaluable contributions to this report.
Introduction 1 Persistence and Completion in Postsecondary Education

Introduction 

Background and Purpose of the Report

The Student Support Services (SSS) program — one of the federal TRIO programs — was 

authorized in 1968 by the Higher Education Act of 1965 (20 U.S.C. 1101a), as amended. The 

goal of SSS is to increase the postsecondary persistence and graduation rates of low-income 

students, first-generation students,1 and students with disabilities. 

Program services are offered by postsecondary degree-granting institutions that receive grants 

awarded through a competitive process. In the 2010–15 grant cycle, there are 1,028 funded 

grantees. Each grantee serves approximately 200 students, on average, although a few grantees 

serve as many as 1,000 participants. In order to participate in SSS, a student must qualify on the 

basis of one of the eligibility statuses (low-income and first-generation, low-income only, firstgeneration only, low-income students with disabilities, and students with disabilities) and must 

need academic support. At least two-thirds of participants served by each grantee must be either 

students with disabilities or first-generation, low-income students, and one-third of all 

participants with disabilities must also be low-income. The services provided include academic 

tutoring, guidance in selecting academic courses, and assistance with financial aid applications. 

Each grantee is required to submit to the SSS program office an annual performance report 

(APR) that details the academic progress of each student who received program services for as 

long as the student was enrolled at the grantee institution.

In order to make more information about the SSS program available, this report documents the

characteristics and academic achievements (postsecondary persistence and completion) of SSS 

participants who were freshmen during the 2007–08 academic year. To help put these measures 

in context, information is provided about a national sample of students who met one or more of 

the SSS eligibility criteria. This national information is available only for students who began 

college during the 2003–04 academic year (four years earlier than the SSS students).2 Because of 

this gap in college-going years and other factors (see Appendix B), the SSS and national samples 

are not directly comparable. As a result, the data cannot be used to draw definitive conclusions 

about the effectiveness of the SSS program.

 

1 In this report, the term “first-generation” refers to students whose parents or legal guardians have not received a 

bachelor’s degree. 2

 The 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09). 
Introduction 2 Persistence and Completion in Postsecondary Education

Methods of Analysis and Data Sources

Two student achievement measures were used to define successful program outcomes for this 

report: postsecondary persistence and completion. These two measures were defined differently 

for students enrolled in four-year institutions than for those enrolled in two-year institutions:

• For students who enrolled in four-year institutions as freshmen, persistence in 

postsecondary education refers to whether they were enrolled in any institution in the fall 

of the following year. For these students, completion is defined as receiving a bachelor’s 

degree from any institution within six years of entering college as freshmen. 

• For students who enrolled in two-year institutions as freshmen, persistence in 

postsecondary education refers to students who continued enrollment (at any two-year or 

four-year institution) or received an associate degree or certificate by the fall of the 

following year. This measure of persistence includes students who transferred to another 

two-year institution or to a four-year institution by the fall of the following year. For 

these students, completion is defined as transferring to a four-year institution (with or 

without receiving an associate degree), receiving an associate degree, or receiving a 

certificate within four years of entering college as freshmen.

In order to use the most recent data available — and to allow a sufficient amount of time to 

observe completion outcomes — this report focuses on participants who began college for the 

first time and were served by SSS during the 2007–08 academic year. For those participants who 

began their freshman year in four-year institutions, the six-year bachelor’s degree completion 

rate is determined by their status at the end of the 2012–13 academic year. For participants who 

began their freshman year in two-year institutions, the completion/transfer rate is determined by 

their status at the end of the 2010–11 academic year. In this report, students entering two-year 

and four-year SSS grantee institutions as freshmen in 2007–08 are referred to as SSS 

participants.

To obtain a more complete picture of the academic achievements of SSS participants, APR data 

on postsecondary enrollment, transfer, and degree completion of SSS participants were 

supplemented with data from the National Student Clearinghouse (NSC). The NSC holds 

postsecondary enrollment and completion records for more than 3,600 institutions, accounting 

for more than 98 percent of all students enrolled in the United States.3 The NSC data were used 

to observe enrollment, transfer, and degree completion information for the following SSS 

participants: (1) participants who transferred from the grantee institution to another institution 

prior to completing their program of study, and (2) participants for whom recent APR data were 

not available because the grantee was not funded in the 2010–15 grant cycle or did not submit 

APR data in one or more of the academic years used for this analysis. In addition, for 

participants who enrolled as freshmen in four-year institutions in 2007–08, NSC data from fall 

2013 were used to measure students’ achievement during their sixth year of college (i.e., the 

 

3 http://www.studentclearinghouse.org/about/clearinghouse_facts.php
Introduction 3 Persistence and Completion in Postsecondary Education

2012–13 academic year) because APR data for the 2012–13 academic year were not available at 

the time of data analysis.4

 

The national survey chosen to provide context for the SSS outcomes is the 2004/09 Beginning 

Postsecondary Students Longitudinal Study (BPS:04/09). All students in the BPS:04/09 entered 

their freshman year in 2003–04, and only those students who would have qualified to receive 

SSS program services were selected for the national sample. That is, all students in the national 

sample were identified as low-income students, first-generation students, or students with 

disabilities, and all had demonstrated academic need. Tables illustrating the outcomes of SSS 

participants and students from the national sample are presented in Appendix C. Appendix B 

describes in greater detail the process of selecting a nationally representative data set, and from 

it, students whose academic achievements were used to provide context for SSS participant data. 

It should be noted that although the students in the national sample closely reflected the 

eligibility characteristics of SSS participants, there were important differences in student and 

institutional characteristics between SSS participants and the national sample (see the tables in 

Appendix B, which present the characteristics of these two groups). For example, of all the fouryear SSS grantees, 70 percent were public institutions; in contrast, 48 percent of four-year 

institutions in the national sample were public institutions. In addition, 52 percent of two-year 

SSS grantees and 37 percent of four-year SSS grantees were located in rural areas (i.e., towns 

and distant or remote areas), compared with 27 percent of two-year institutions and 21 percent of 

four-year institutions in the national sample. With regard to background characteristics, 65 

percent of SSS participants at both two- and four-year institutions were both “low-income and 

first-generation,” while in the national sample, 32 percent of students attending two-year 

institutions and 26 percent of students attending four-year institutions were both low-income and 

first-generation. On the other hand, 50 percent of students attending two-year and four-year 

institutions in the national sample were “first-generation only,” compared with 18 percent of SSS 

participants in two-year and four-year institutions (Table B3 and Table B4.) 

 

4 Appendix B describes this supplemental data source and how it is used in this report.
Student Achievements 4 Persistence and Completion in Postsecondary Education

Student Achievements

This section presents the achievements of SSS participants related to persistence and degree 

completion. Achievement outcomes differ between students who enrolled as freshmen in twoyear and four-year institutions, and this section therefore presents their achievements in separate 

tables and figures. In addition, results are presented first for all students and then by eligibility 

status. Student achievements presented by institutions’ degree of urbanization (rural versus 

suburban versus urban) are also included in this section. Additional tables, such as those with 

data on student achievements by control of the institution (public versus private), are presented 

in Appendix D. 

Persistence in Postsecondary Institutions

Among students who enrolled as freshmen in two-year institutions, the persistence rate equals 

the percentage of these students who, by the fall of the following year (1) were enrolled in any 

two-year or four-year institution, or (2) had received an associate degree or certificate. Table 1 

shows that, overall, 86 percent of SSS participants who entered as freshmen in two-year 

institutions in 2007–08 persisted to the second year of college. In contrast, the persistence rate 

was 65 percent for a national sample of low-income, first-generation students, or students with 

disabilities who had academic need and entered two-year institutions (Table C1). 

Table 1. Number of Student Support Services (SSS) participants who entered two-year 

institutions in 2007–08 and percentage who persisted to the fall of the second 

year, by eligibility status

Eligibility status 

Number of SSS participants

who entered two-year 

institutions in 2007–08

Percent of SSS 

participants 

who persisted 

Total 21,669 86.0% 

Low-income and first-generation 13,990 85.5

Low-income only 1,310 87.0

First-generation only 3,852 87.3

Disabled 1,283 88.5

Disabled and low-income 1,226 83.8

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 

For students who enrolled as freshmen in four-year institutions, the persistence rate is the 

percentage of these students who were enrolled in any institution in the fall of the following year. 

Table 2 shows that 93 percent of SSS 2007–08 participants who entered as freshmen in four-year 

institutions persisted to the second year of college. Nationally, four years earlier, the persistence 

rate for students who enrolled as freshmen in four-year institutions and who would have met SSS 

eligibility criteria was 79 percent (Table C2).
Student Achievements 5 Persistence and Completion in Postsecondary Education

Table 2. Number of Student Support Services (SSS) participants who entered four-year 

institutions in 2007–08 and percentage who persisted to the fall of the second 

year, by eligibility status

Eligibility status

Number of SSS participants 

who entered four-year 

institutions in 2007–08

Percent of SSS

participants 

who persisted

Overall 23,897 92.7%

Low-income and first-generation 15,410 92.4

Low-income only 2,141 94.3

First-generation only 4,308 92.8

Disabled 1,277 92.9

Disabled and low-income 717 91.9

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 

Completions for Students Who Started in Two-Year Institutions

For students who entered as freshmen in two-year institutions, completion was defined as 

transferring to a four-year institution (with or without receiving an associate degree or a 

certificate), or receiving an associate degree or certificate and not transferring, within two, three, 

and four years of entering college. The completion measure shown in Figure 1 includes all of 

these outcomes. The combined completion rate for SSS participants increased from 29 percent 

after two years to 50 percent after four years. To provide some context, the completion rate after 

four years was 28 percent for students in the earlier national sample (Figure C1).
Student Achievements 6 Persistence and Completion in Postsecondary Education

Figure 1. Percentage of Student Support Services (SSS) participants who entered twoyear institutions in 2007–08 and completed an associate degree or certificate, 

or transferred to four-year institutions (with or without receiving an associate 

degree or certificate) within two, three, and four years

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 

Figure 2 separates the combined completion rate into three components, as defined by students’ 

transfer and degree or certificate completion status. Transferring to a four-year institution, either 

with or without obtaining an associate degree or certificate, is an important completion outcome 

because completing a bachelor’s degree is a goal for students who begin their postsecondary 

education at two-year colleges. Figure 2 shows that increasing percentages of SSS participants 

transferred to four-year institutions from the end of the second to the end of the fourth years of 

college. By the end of year four, 36 percent of SSS participants had transferred to four-year 

institutions (17 percent without completing an associate degree or certificate and 19 percent 

having completed one or the other). The transfer rate at the end of the fourth year of college was 

14 percent for students in the national sample (Figure C2).
Student Achievements 7 Persistence and Completion in Postsecondary Education

Figure 2. Percentage of Student Support Services (SSS) participants who entered twoyear institutions in 2007–08 and who completed an associate degree or 

certificate without transfer to four-year institutions, completed an associate 

degree or certificate and transferred to four-year institutions, or transferred to 

four-year institutions without completing an associate degree or certificate 

within two, three, and four years 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 
Student Achievements 8 Persistence and Completion in Postsecondary Education

Table 3 presents the combined completion rate for students who entered as freshmen in two-year 

institutions at the end of the fourth year of college, by eligibility status. Overall, 50 percent of 

SSS participants transferred to four-year institutions (with or without receiving an associate 

degree or a certificate) or received an associate degree or certificate without transferring, with 

some eligibility groups somewhat higher and others somewhat lower than the overall average. 

The overall completion rate for the earlier national sample was 28 percent (Table C3).

Table 3. Number of Student Support Services (SSS) participants who entered two-year 

institutions in 2007–08 and percentage who completed an associate degree or 

a certificate, or transferred to four-year institutions (with or without receiving 

an associate degree or certificate) within four years, by eligibility status

Eligibility status

Number of SSS 

participants who 

entered two-year 

institutions in 

2007–08

Percent of SSS 

participants who 

completed within 

four years

Overall 21,669 49.6%

Low-income and first-generation 13,990 47.8

Low-income only 1,310 51.2

First-generation only 3,852 55.5

Disabled 1,283 56.1

Disabled and low-income 1,226 43.5

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 

Degree Completion for Students Who Started in Four-Year Institutions 

For students who enrolled as freshmen in four-year institutions in academic year 2007–08, 

degree completion was measured as the percentage of incoming freshmen who received a 

bachelor’s degree within four, five, and six years of entering college. Twenty-two percent of SSS 

participants completed a bachelor’s degree by the end of their fourth year of college, and 48 

percent obtained a bachelor’s degree by the end of their sixth year of college (Figure 3). In 

contrast, 40 percent of students in the earlier national sample completed a bachelor’s degree 

within six years of college entry (Figure C3). 

It is important to note that completion data for SSS participants who received a bachelor’s degree 

in the sixth year of college were not available for 31 of the 449 four-year grantee institutions (7 

percent) because these institutions did not submit data to the NSC in the 2012–13 academic year, 

and APR data for the 2012–13 academic year were not available at the time of data analysis. No 

adjustment was made to the calculations to address this missing information, and the percentage 

of SSS participants who completed a bachelor’s degree by the end of the sixth year of college 

may therefore be underreported. 
Student Achievements 9 Persistence and Completion in Postsecondary Education

Figure 3. Percentage of Student Support Services (SSS) participants who entered fouryear institutions in 2007–08 and who completed a bachelor’s degree within 

four, five, and six years

NOTES: Completion data for SSS participants who received a bachelor’s degree in the sixth year of college were not available for 

31 of the 449 four-year grantee institutions (7 percent) because these institutions did not submit data to the NSC in the 2012–13 

academic year. In addition, APR data for the 2012–13 academic year were not available at the time of data analysis. No adjustment 

was made to the calculations to address this missing information. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 

Forty-eight percent of SSS participants had received a bachelor’s degree by the end of their sixth 

year of college. The overall completion rate for the earlier national sample was 40 percent (Table 

C4). 

Table 4. Number of Student Support Services (SSS) participants who entered four-year 

institutions in 2007–08 and percentage who completed a bachelor’s degree 

within six years, by eligibility status

Eligibility status

Number of SSS 

participants who 

entered four-year 

institutions in 

2007–08

Percent of SSS 

participants who 

completed within 

six years

Overall 23,897 48.3%

Low-income and first-generation 15,410 46.9

Low-income only 2,141 49.5

First-generation only 4,308 51.5

Disabled 1,277 54.9

Disabled and low-income 717 42.0

NOTES: Completion data for SSS participants who received a bachelor’s degree in the sixth year of college were not available for 

31 of the 449 four-year grantee institutions (7 percent) because these institutions did not submit data to the NSC in the 2012–13 

academic year. In addition, APR data for the 2012–13 academic year were not available at the time of data analysis. No adjustment 

was made to the calculations to address this missing information. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 
Student Achievements 10 Persistence and Completion in Postsecondary Education

Student Achievements in Rural, Urban, and Suburban Institutions5

For freshmen at two-year institutions, where completion of an associate degree or certificate 

counted toward persistence, SSS participants had persistence rates exceeding 80 percent across 

institutions in all types of locations (rural, suburban, and urban) (Table 5). Among students in the 

national sample from four years earlier, persistence rates ranged from 62 percent in rural 

institutions to 70 percent in suburban institutions (Table C5). 

Table 5. Number of Student Support Services (SSS) participants who entered two-year 

institutions in 2007–08 and percentage who persisted to the fall of the second 

year, by institution’s degree of urbanization

Two-year institution’s 

degree of urbanization

Number of SSS 

participants who 

entered two-year 

institutions in 2007–08

Percent of SSS 

participants who 

persisted

Overall 21,669 86.0%

Rural 11,774 83.3

Suburban 2,578 89.3

Urban 6,925 88.8

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012), 

and institution’s degree of urbanization data were drawn from the U.S. Department of Education’s National Center for Education 

Statistics’ Integrated Postsecondary Education Data System (IPEDS) for the 2007–08 academic year. 

For freshmen at four-year institutions, persistence rates for SSS participants exceeded 90 percent 

across all institutions’ degree of urbanization, with students in suburban institutions achieving a 

persistence rate of 95 percent (Table 6). In the national sample from four years earlier, 

persistence rates ranged from 72 percent in rural institutions to 84 percent in suburban 

institutions (Table C6). 

 

5 “Degree of urbanization” refers to the population density surrounding postsecondary institutions, based on data 

collected by the U.S. Census Bureau. More information about this measure is provided in the Integrated 

Postsecondary Education Data System (IPEDS) codebook 

(http://nces.ed.gov/ipeds/glossary/index.asp?searchtype=term&keyword=locale). In this report, institutions are 

classified into one of three categories of urbanization, based on IPEDS data: rural (institutions located in distant or 

remote areas, towns of all sizes, and “rural” areas as defined by the U.S. Census Bureau), urban (institutions 

located in cities of all sizes), and suburban (institutions located in the “urban fringe” or suburbs of all sizes, as 

defined by the U.S. Census Bureau).
Student Achievements 11 Persistence and Completion in Postsecondary Education

Table 6. Number of Student Support Services (SSS) participants who entered four-year 

institutions in 2007–08 and percentage who persisted to the fall of the second 

year, by institution’s degree of urbanization

Four-year institution’s 

degree of urbanization

Number of SSS 

participants who 

entered four-year 

institutions in 2007–08

Percent of SSS 

participants who 

persisted

Overall 23,897 92.7%

Rural 8,829 90.7

Suburban 4,975 94.9

Urban 10,093 93.3

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012), 

and institution’s degree of urbanization data were drawn from the U.S. Department of Education’s National Center for Education 

Statistics’ Integrated Postsecondary Education Data System (IPEDS) for the 2007–08 academic year. 

On average, the completion rate was 50 percent for SSS participants who enrolled as freshmen in 

two-year institutions. In rural two-year institutions, where the majority of SSS freshmen 

participants were enrolled, 53 percent of SSS participants completed a degree or certificate or 

transferred to a four-year institution (with or without completing a degree or certificate) within 

four years of college entry (Table 7). In the national sample from four years earlier, 39 percent of 

students in rural institutions completed their degree or certificate or transferred to a four-year 

institution within four years of college entry (Table C7).

Table 7. Number of Student Support Services (SSS) participants who entered two-year 

institutions in 2007–08 and percentage who completed an associate degree or 

a certificate, or transferred to four-year institutions (with or without receiving 

an associate degree or certificate) within four years, by institution’s degree of 

urbanization

Two-year institution’s 

degree of urbanization

Number of SSS participants who 

entered two-year institutions 

in 2007–08

Percent of SSS participants who 

completed within four years

Overall 21,669 49.6%

Rural 11,774 52.7

Suburban 2,578 49.7

Urban 6,925 45.8

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012), 

and institution’s degree of urbanization data were drawn from the U.S. Department of Education’s National Center for Education 

Statistics’ Integrated Postsecondary Education Data System (IPEDS) for the 2007–08 academic year. 

Among students who enrolled as freshmen in four-year institutions, completion rates for SSS 

participants at the end of their sixth year of college ranged from 43 percent in suburban 

institutions to 51 percent in urban institutions (Table 8). In the national sample of students from 

four years earlier, completion rates ranged from 33 percent in rural institutions to 50 percent in 

suburban institutions, with 39 percent of students in urban institutions completing a bachelor’s 

degree within six years of college entry (Table C8).
Student Achievements 12 Persistence and Completion in Postsecondary Education

Table 8. Number of Student Support Services (SSS) participants who entered four-year 

institutions in 2007–08 and percentage who completed a bachelor’s degree 

within six years, by institution’s degree of urbanization

Four-year institution’s 

degree of urbanization

Number of SSS 

participants who entered 

four-year institutions in 

2007–08

Percent of SSS participants 

who completed within six 

years

Overall 23,897 48.3%

Rural 8,829 48.9

Suburban 4,975 42.5

Urban 10,093 50.7

NOTES: Completion data for SSS participants who received a bachelor’s degree in their sixth year of college were not available for 

31 of the 449 four-year grantee institutions (7 percent) because these institutions did not submit data to the NSC in the 2012–13 

academic year. In addition, APR data for the 2012–13 academic year were not available at the time of data analysis. No adjustment 

was made to the calculations to address this missing information. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012), 

and institution’s degree of urbanization data were drawn from the U.S. Department of Education’s National Center for Education 

Statistics’ Integrated Postsecondary Education Data System (IPEDS) for the 2007–08 academic year. 
Conclusion 13 Persistence and Completion in Postsecondary Education

Conclusion 

This report is a descriptive examination of the achievements of SSS participants, as well as the 

achievements of similar students from a national sample. This report did not use standard 

evaluation methodologies, such as experimental and quasi-experimental designs (which are 

typically used in evaluation studies), and thus the report cannot make conclusive statements 

about the impact of the SSS program. Further, because completion data for SSS participants who 

received a bachelor’s degree in their sixth year of college were not available for 7 percent of the 

four-year grantee institutions, the percentage of SSS participants who completed a bachelor’s 

degree by the end of the sixth year of college may be underreported. Nonetheless, the analyses 

demonstrate that, relative to similar students drawn from an earlier national sample, SSS 

participants appeared to have higher persistence and completion rates in postsecondary education 

at both two-year or four-year institutions. 
APPENDIX A. GLOSSARY
Appendix A 15 Persistence and Completion in Postsecondary Education

Appendix A: Glossary

Academic need refers to poor academic performance prior to entering college or during college. 

Indicators of academic need may be, for example, low grades in high school or college, 

low scores on college admissions exams, and limited English proficiency. 

Annual performance report (APR) is the report that each Student Support Services (SSS) 

program grantee submits to the U.S. Department of Education on an annual basis. The 

APR contains student-level data on project participants. These data include information 

about eligibility status, academic need, enrollment, persistence, and degree completion 

for students served during the reporting year as well as prior participants. The 

Department does not require grantees to track the academic progress and degree 

completion of participants who transfer to another postsecondary institution. Therefore, 

the APR contains information only about achievements that occur within grantee 

institutions. 

Associate degree refers to a degree granted for the successful completion of a sub-baccalaureate 

program of study, which usually requires at least two years (or the equivalent) of fulltime, college-level study. This includes degrees granted in a cooperative or work-study

program.

Bachelor’s degree refers to a degree granted for the successful completion of a baccalaureate 

program of study, which usually requires at least four years (or the equivalent) of fulltime, college-level study. This includes degrees granted in a cooperative or work-study 

program. 

Beginning Postsecondary Students Longitudinal Study (BPS:04/09) is the data source from 

which the national sample referred to in this report was drawn. Sponsored by the National 

Center for Education Statistics (NCES) of the U.S. Department of Education, the 

BPS:04/09 surveyed a sample of first-time students who were beginning their 

undergraduate education in academic year 2003–04. Students were surveyed at three 

points in time: at the end of their first year, and then three and six years after first starting 

in postsecondary education. BPS:04/09 collects data on a variety of topics, including 

student demographic characteristics, school and work experiences, persistence, transfer, 

and degree attainment. Student background characteristics and the postsecondary 

achievements of the national sample presented in this report are derived from the survey 

itself and from students’ college transcript data, which were part of the collection effort 

for the BPS:04/09. 

Cohort refers to a specific group of students established for tracking purposes. In this report, the 

cohort is defined as first-time freshmen.

Completion (for students who enrolled in four-year institutions) refers to obtaining a 

bachelor’s degree within six years of entering college as a freshman. 
Appendix A 16 Persistence and Completion in Postsecondary Education

Completion (for students who enrolled in two-year institutions) refers to any of the following 

three outcomes: (1) transferring to a four-year institution (with or without receiving an 

associate degree or certificate), (2) obtaining an associate degree, or (3) receiving a 

certificate. The timeframe for completion at two-year institutions is within four years of 

entering college as a freshman.

Control of institution refers to whether an institution is operated by publicly elected or 

appointed officials (public control) or by privately elected or appointed officials, with the 

majority of funds obtained from private sources (private control). In this report, all 

private institutions are not-for-profit institutions.6

Degree of urbanization refers to the population density surrounding postsecondary institutions, 

based on data collected by the U.S. Census Bureau. More information about this measure 

is provided in the Integrated Postsecondary Education Data System (IPEDS) glossary.7

In this report, institutions are classified into one of three categories of urbanization, based 

on IPEDS data:

• Rural refers to institutions located in distant, remote or fringe areas, or in towns.

• Urban refers to institutions located in small, midsize, and large cities.

• Suburban refers to institutions located in the “urban fringe” or suburbs of all sizes. 

Degree-granting institution refers to a postsecondary institution that is eligible for Title IV

federal financial aid programs, and that grants an associate or higher degree. For an 

institution to be eligible to participate in Title IV financial aid programs, it must offer a 

program of at least 300 clock hours in length, have accreditation recognized by the U.S. 

Department of Education, have been in business for at least two years, and have signed a 

participation agreement with the Department.

Disability status is one of the eligibility criteria for receiving SSS program services. Students 

with disabilities may have been diagnosed with either a physical or mental impairment 

that would limit their ability to participate in college activities. 

Eligibility statuses are the criteria used by the SSS program to determine whether students 

qualify to receive program services. The five eligibility statuses are

1. low-income and first-generation;

2. low-income only; 

3. first-generation only; 

4. disabled; and

5. disabled and low-income. 

 

6 One SSS grantee was reclassified as a for-profit institution during the period of observation. 7 http://nces.ed.gov/ipeds/glossary/index.asp?searchtype=term&keyword=locale
Appendix A 17 Persistence and Completion in Postsecondary Education

Enrollment intensity refers to students’ full-time and part-time postsecondary enrollment 

patterns within the period of observation. Students are classified as enrolled consistently 

as full-time students (i.e., within each semester during the period of observation), 

enrolled consistently as part-time students, or enrolled as a mix of full-time and part-time.

First-generation refers to a student whose parents or legal guardians did not receive a 

bachelor’s degree. 

Four-year institution refers to an institution that primarily awards bachelor’s degrees.

Freshmen students refer to students who are entering college for the first time and have never 

attended another institution in the past. Among SSS participants, freshmen students are 

new to the SSS program, receiving program services for the first time during their 

freshman year.

Hispanic-serving institutions (HSIs) are identified in the IPEDS data as institutions in which at 

least 25 percent of enrolled students are of Hispanic origin, and no less than 50 percent of 

these Hispanic students are low-income students. For SSS grantees, HSIs are defined in 

federal law as accredited and degree-granting public or private nonprofit institutions of 

higher education, with 25 percent or more total undergraduate Hispanic full-time 

equivalent (FTE) student enrollment.

Historically Black College and University (HBCU) refers to an accredited postsecondary 

institution that was founded before 1964 with the intention of serving the 

black community. 

Institutional graduation rates in the Integrated Postsecondary Education Data System 

(IPEDS) data for four-year institutions (within six years of college entry) is a 

measure of graduation rates for four-year institutions in the IPEDS data at the time SSS 

participants and students in the national sample entered as freshmen. Because SSS 

participants who entered as freshmen in academic year 2007–08 were observed for this 

report, the IPEDS institutional graduation rate for academic year 2007–08 (based on 

students who entered as freshmen six years earlier) was used in Table B3. Similarly, 

because students in the national sample entered college as freshmen in academic year 

2003–04, the academic year 2003–04 IPEDS institutional graduation rate (based on 

students who entered as freshmen six years earlier) was used in Table B3. 

Institutional graduation rates in the Integrated Postsecondary Education Data System 

(IPEDS) data for two-year institutions (within three years of college entry) is a 

measure of graduation rates for two-year institutions in the IPEDS data at the time SSS 

participants and students in the national sample entered as freshmen. Because SSS 

participants who entered as freshmen in academic year 2007–08 were observed for this 

report, the IPEDS institutional graduation rate for academic year 2007–08 (based on 

students who entered as freshmen three years earlier) was used in Table B3. Similarly, 

because students in the national sample entered college as freshmen in academic year 

2003–04, the academic year 2003–04 IPEDS institutional graduation rate (based on 

students who entered as freshmen three years earlier) was used in Table B3. 
Appendix A 18 Persistence and Completion in Postsecondary Education

Integrated Postsecondary Education Data System (IPEDS) is a publically available data source 

that contains demographic, enrollment, and graduation information about postsecondary 

institutions. Data are collected on an annual basis by the National Center for Education 

Statistics from all public, private, and vocational postsecondary institutions that 

participate in federal financial aid programs.

Low-income refers to taxable family income that does not exceed 150 percent of the national 

poverty level in the calendar year prior to a student’s entering college for the first time. 

This poverty level is established by the U.S. Census Bureau and varies based on 

family size.

Minority-serving institution refers to an institution identified as a Historically Black College or 

University (HBCU), a tribally controlled college or university (TCCU), or a Hispanicserving institution (HSI). 

National Student Clearinghouse (NSC) is a nonprofit organization that collects student-level 

enrollment and degree completion information from postsecondary institutions in the 

United States. More than 3,600 institutions submit data to the NSC, accounting for 

approximately 98 percent of all students in postsecondary education.8 NSC data are used 

in this report to supplement the SSS APR data, particularly for students who transferred 

to another institution. 

p stands for “p value,” which is a statistical calculation of the probability that an observed 

finding could occur by chance in a population. The notation p < .05 (which is the 

standard researchers typically use) means that the finding must have a calculated p value 

of less than 5 percent to conclude that a finding is “statistically significant.” When many 

comparisons are performed, such as the comparisons presented in the appendices of this 

report, the p value is often adjusted to a smaller value to avoid false positives. In this 

report, p < .001 was used. For more information, see Appendix B, Testing for 

Significant Differences. 

Persistence (for students who enrolled in four-year institutions) is defined as continued 

enrollment in postsecondary education into the fall term of a student’s second year 

of college.

Persistence (for students who enrolled in two-year institutions) is defined as continued 

enrollment in postsecondary education into the fall term of a student’s second year of 

college, or completion of an academic program during the first year of college. For 

students who entered college as freshmen in two-year institutions, persistence includes 

students who (1) enrolled in any two-year or four-year institution in the fall of their 

second year of college (including transfer students); (2) obtained an associate degree by 

the fall of their second year of college; or (3) obtained a certificate by the fall of their 

second year of college. 

 

8 http://www.studentclearinghouse.org/about/clearinghouse_facts.php
Appendix A 19 Persistence and Completion in Postsecondary Education

Private not-for-profit institution refers to an educational institution in which the individual(s) 

or agency in control receives no compensation, other than wages, rent, or other expenses 

for the assumption of risk. These institutions include both independent not-for-profit 

schools and those affiliated with a religious organization. 

Public institution refers to an educational institution in which the programs and activities are 

operated by publicly elected or appointed school officials, and which is supported largely 

by public funds. 

Race/ethnicity are used to describe groups to which individuals belong, identify with, or belong 

in the eyes of the community. The groups are as follows: 

• American Indian or Alaska Native — a person having origins in any of the original 

peoples of North America, and who maintains cultural identification through tribal 

affiliations or community recognition.

• Asian — a person having origins in any of the original peoples of the Far East, 

Southeast Asia, or the Indian subcontinent. This area includes, for example, China, 

India, Japan, Korea, and the Philippine Islands. 

• Black or African American — a person having origins in any of the black racial 

groups of Africa. 

• Hispanic or Latino — a person of Mexican, Puerto Rican, Cuban, Central or South 

American, or other Spanish culture or origin, regardless of race.

• White — a person having origins in any of the original peoples of Europe, North 

Africa, or the Middle East.

• Other — persons identifying as Native Hawaiian or Other Pacific Islander (having 

origins in any of the original peoples of Hawaii or other Pacific islands, such as 

Samoa and Guam) and persons with more than one reported race (i.e., of a multiracial 

background). 

Statistical significance is a mathematical tool that is used to determine whether the outcome of a 

statistical test is the result of a relationship between specific factors or merely the result 

of chance. Tests of statistical significance are used to indicate that the observed 

differences are not likely to be associated with sampling and measurement error, but are 

statistically dependable population differences. For more information, see Appendix B, 

Testing for Significant Differences.

Tribally controlled college or university (TCCU) refers to a postsecondary institution that is 

controlled and operated by American Indian tribes. 

Two-year institution refers to an institution that awards primarily associate degrees.
APPENDIX B. DATA SOURCES

AND METHODOLOGY
Appendix B 21 Persistence and Completion in Postsecondary Education

Appendix B: Data Sources and Methodology

This appendix provides additional information about (1) the data sources used in this report; (2) 

the methodology used to create a national sample of students from the 2004/09 Beginning 

Postsecondary Students Longitudinal Study (BPS:04/09); (3) testing for statistically significant 

differences in student achievements between Student Support Services (SSS) program 

participants and students in the national sample; (4) the institutional and student characteristics 

of SSS grantees and the postsecondary institutions and students in the national sample; and (5) 

the limitations of the data and analyses. 

Data Sources

Annual Performance Reports 

SSS grantees are required to report annually student-level background and academic information 

about the participants served. These data include information about individual students’ 

race/ethnicity, eligibility status, academic need, and postsecondary academic achievements such 

as academic standing, continued enrollment, and graduation. Annual performance reports 

(APRs) provide academic information about participants for as long as they are enrolled at the 

grantee institutions9

 but do not track the achievements of participants who transfer to another 

postsecondary institution. Further, grantees that are unsuccessful in securing new SSS grants are 

not required to report on the academic progress of participants served after their grant has 

terminated. Each year, student information in the APRs is compiled into a longitudinal data file 

so that students’ progress can be tracked over time. 

Supplementary Postsecondary Outcome Data for SSS Participants from the 

National Student Clearinghouse 

To obtain a more complete picture of the academic achievements of SSS participants, this report 

uses data from the National Student Clearinghouse (NSC). The NSC is a nonprofit organization 

that collects student-level enrollment and degree-completion information from postsecondary 

institutions in the United States. More than 3,600 institutions submit data to the NSC, accounting 

for approximately 98 percent of all students in postsecondary education.10 Supplemental 

enrollment and degree-completion data for SSS participants were requested from the NSC so that 

outcomes could be measured for participants who may have transferred to another postsecondary 

institution, and for participants enrolled at institutions that did not obtain SSS grants during the 

most recent grant cycle (2010–15).

 

9 Four-year SSS grantee institutions are required to follow participants for six years, and two-year SSS grantee 

institutions are required to follow participants for four years. 10 http://www.studentclearinghouse.org/about/clearinghouse_facts.php
Appendix B 22 Persistence and Completion in Postsecondary Education

In fall 2013, the research team requested data from the NSC for SSS participants who entered 

college as freshmen in academic year 2007–08. NSC data were used in the report to supplement 

data on academic achievements for the following groups of participants: 

• Students who transferred from the grantee institution to another institution.

• Students attending institutions that did not receive funding through the fiscal year (FY) 

2010 SSS grant competition. For those students who entered as freshmen in two-year 

institutions that did not get funding in the FY 2010 grant competition, APR data were not 

available to measure completions during the fourth year of college. For those students 

who enrolled as freshmen in four-year institutions that did not get funding, APR data 

were not available to measure completions during the fourth, fifth, or sixth year 

of college. 

• A small number of students whose grantee institutions did not submit APR data in one or 

more academic years.

With the supplementary data, the report presents participants’ achievements that occurred in any 

institution, not just the grantee institutions. In addition, for participants who enrolled as freshmen 

in four-year institutions in 2007–08, NSC data from fall 2013 allowed for the measurement of 

student achievements during their sixth year of college (i.e., the 2012–13 academic year). 

Missing Data from the NSC and APR

It should be noted that not all of the SSS grantee institutions participate in the NSC data 

collection, and not all grantees were successful in the FY 2010 grant competition. In addition, at 

the time of the analysis, the most recent APR data available were for the 2011–12 academic year. 

As a result, there are several reasons why outcome measures at different points in time may not 

include all participants, i.e., there may be missing data for participants attending specific 

institutions. For example, if a four-year institution was not successful in the FY 2010 grant 

competition and did not participate in the NSC data collection, bachelor’s degree completions 

during years four, five, and six (i.e., the years aligned with APR years 2010–11, 2011–12, and 

2012–13) could not be observed for students attending this institution. Neither APR nor NSC 

data would have been available for these students. Overall, 5 percent of grantee institutions did 

not report student achievements through APR data or NSC data in at least one academic year 

during the period of observation. Tables B1 and B2 provide counts of two-year and four-year 

institutions in which students have missing achievement data for at least one academic year, 

along with the associated explanations. 
Appendix B 23 Persistence and Completion in Postsecondary Education

Table B1. Number of Student Support Services (SSS) grantees, number and percentage 

of two-year SSS grantee institutions missing graduation data, and 

explanations for the missing data

Explanation for two-year institutions’ 

missing data

Total number 

of two-year 

SSS grantee 

institutions

Number of 

two-year SSS 

grantee 

institutions 

missing 

graduation data

Percent of 

two-year SSS 

grantee 

institutions 

missing 

graduation 

data 

No outcome data for year 4: Not funded in 

FY 2010 SSS grant competition and not in 

the NSC in academic year 2010–11

475 15 3.2%

Table B2. Number of Student Support Services (SSS) grantees, number and percentage

of four-year SSS grantee institutions missing graduation data, and 

explanations for the missing data

Explanation for four-year institutions’ 

missing data

Total number 

of four-year 

SSS grantee 

institutions

Number of 

four-year SSS

grantee 

institutions 

missing 

graduation data

Percent of 

four-year SSS

grantee 

institutions 

missing 

graduation 

data 

Total number of four-year SSS grantee 

institutions 449 31 6.9%

No outcome data for year 4, year 5, or 

year 6: Not funded in FY 2010 SSS grant 

competition and not in the NSC as of 

academic year 2010–11

449 4 0.9

No outcome data for year 6: Funded in FY 

2010 SSS grant competition but not in the 

NSC in academic year 2012–13 

449 27 6.0

Measurement of Institutional Characteristics

Institutional data were drawn from two primary sources. Some institutional data, such as control 

of institution (private versus public) and minority-serving status, came from SSS program data. 

Additional institutional characteristics, such as the average number of degree-seeking freshmen 

students and estimated persistence and graduation rates, were obtained from the U.S. Department 

of Education’s National Center for Education Statistics’ (NCES’) Integrated Postsecondary 

Education Data System (IPEDS). IPEDS collects data annually from all public, private, and 

vocational postsecondary institutions that participate in federal student aid programs.11 When 

information from the SSS program’s data differed from the IPEDS data, priority was given to the 

 

11 http://nces.ed.gov/ipeds/about/
Appendix B 24 Persistence and Completion in Postsecondary Education

information drawn from the SSS program. The report also uses IPEDS data to measure 

institutional characteristics in the national sample.

In IPEDS, institutions that primarily award associate degrees but also offer bachelor’s degrees in 

select programs are classified as four-year institutions. This differs from how SSS grantee 

institutions are classified by the program office.12 To keep the definition of institution type 

consistent across the SSS participant data and the national sample data, the research team used 

Carnegie Classification information in the IPEDS data to identify two-year institutions in the 

national sample data as those that primarily award associate degrees. For SSS grantees, 

institution type was measured as reported by the SSS program office. 

National Sample Data 

Selection of an Appropriate National Data Set

The report presents academic achievements for SSS participants who entered SSS grantee 

institutions as freshmen and received program services for the first time during the 2007–08 

academic year. In the APR data, grantees specify participants’ eligibility status and academic 

need (which qualify students to receive program services), and their academic achievements are 

followed for up to six years. 

To create a sample of students whose achievements could provide some context for the observed 

achievements of SSS participants, the research team required the selected national survey to have 

the following data and characteristics:

• The national survey must collect data for students enrolled in their first year of 

postsecondary education. 

• The data must contain student background information used to identify students’ 

eligibility status (i.e., students from low-income families, students whose parents did not 

obtain a college degree, and students with disabilities). 

• The data must also contain information about academic achievements in high school and 

college to determine which students exhibited academic need — a key requirement for 

SSS program participants.

• The national survey must follow students for a period of at least six years, regardless of 

whether students transfer to another institution.

Data sets that contain information on postsecondary students at the end of their academic careers 

(such as NCES’ Baccalaureate and Beyond Longitudinal Study) do not provide an appropriate 

national sample because students must have persisted in college to participate in the survey. 

National surveys of high school students (such as NCES’ Education Longitudinal Study) also 

would not provide an appropriate national sample because many at-risk high school students do 

not enter college immediately after high school, and the limited timeframe for follow-up would 

 

12 IPEDS classifies the institution based on the sector of the highest degree offered while SSS classifies the 

institution by the type of degree it primarily awards. 
Appendix B 25 Persistence and Completion in Postsecondary Education

not allow the measurement of achievement outcomes for all students entering postsecondary 

education at different stages in their lives.

After reviewing various data sets available through the NCES and other nongovernment 

agencies, the research team determined that the 2004/09 Beginning Postsecondary Students 

Longitudinal Study (BPS:04/09) would provide the most appropriate national sample for context. 

BPS:04/09 is the most recent nationally representative data set of students entering 

postsecondary education for the first time, with students beginning their freshman year in 2003–

04.13 The BPS:04/09 contains sufficient student background information to identify students’ 

eligibility status and academic need, allowing the team to identify a subsample of students who 

met the eligibility and academic need requirements for participating in the SSS program. 

The BPS:04/09 data used in this analysis come entirely from transcripts collected through 

NCES’ 2009 Postsecondary Education Transcript Study (PETS:09). Student survey data were 

not used to measure achievement outcomes in the national sample. For SSS students, outcome 

data were drawn primarily from the annual performance reports (APRs) submitted by grantees. 

The APR data compiled and reported by grantees are based on transcripts from the host 

institutions. National Student Clearinghouse (NSC) data were used to supplement SSS student 

outcome data (e.g., degree completion) wherever APR information was unavailable. 

Postsecondary institutions submit enrollment and graduation data to the NSC from their 

administrative records. These data are the same enrollment and graduation data that are 

submitted to the National Student Loan Data System within the Department of Education. The 

internal validity of the analysis for this report is bolstered by the fact that reporting for both 

groups stems from the same sources: transcripts and institutional administrative records. 

Similar to the postsecondary data collected for SSS participants through the NSC, some students 

in the national sample had incomplete outcome data due to missing transcript data. While 92 

percent of the base-year BPS:04/09 sample had transcript data from at least one postsecondary 

institution, 89 percent had transcript data from the institutions they entered as college freshmen. 

Overall, the BPS:04/09 had complete transcript data for 87 percent of the base-year sample,

14

and 87 percent of the national sample used in the report had transcript data from every institution 

students attended. 

Selection of the National Sample

The original BPS:04/09 sample contained 18,640 students15 who entered postsecondary 

education for the first time in the 2003–04 academic year. The sample represented students 

attending both two-year and four-year institutions across a range of ages, with different academic 

 

13 Data are currently being collected for a more recent cohort of BPS respondents. These students entered their 

freshman year in 2011, which means that completion rates for students at four-year institutions cannot be 

calculated prior to the spring of 2017 (the sixth year after initial entry into a four-year institution, which is the 

amount of time required to measure completion of a bachelor’s degree). 14 http://nces.ed.gov/pubs2012/2012246.pdf 15 The Institute of Education Sciences requires that reports using restricted data round unweighted sample sizes to 

the nearest 10. Therefore, all unweighted BPS:04/09 sample sizes reported in this report have been rounded to the 

nearest 10.
Appendix B 26 Persistence and Completion in Postsecondary Education

aptitudes, and from different socioeconomic backgrounds. As a result, it would be inappropriate 

to compare the outcomes of SSS participants to the outcomes of all respondents in the 

BPS:04/09 sample.

To create an appropriate subsample, the research team applied the following data filters in 

sequence16 to the BPS:04/09 data:

• The respondents must have been classified into at least one of the following conditions: 

first-generation college students, students from low-income families, or students with 

disabilities. (This removed 5,810 respondents.) 

• The respondents must have demonstrated at least one academic need. This included 

the following: 

– Students with low high school grades (a grade point average below 2.0, according to 

students’ self-reports)

– Students who had been out of the academic pipeline for five or more years (i.e., at 

least five years had passed between leaving high school and entering college) 

– GED recipients or students who did not receive a diploma 

– Students with low college grades (transcript data show a grade point average of less 

than 2.0 at the end of a student’s first year of college)

– College students taking English as a second language (ESL) courses 

– Students taking remedial courses in college 

– Students with SAT and/or ACT scores that fell below the 25th percentile within the 

institution (as reported in the IPEDS data)

(Taken together, applying these data filters removed an additional 3,230 respondents.) 

• The respondents must have 2009 transcript data so that student outcomes could be 

observed and accurate survey weights could be applied. (This removed an additional 750 

respondents.) 

After applying these data filters, 8,860 BPS:04/09 respondents remained in the national sample. 

In addition to meeting the SSS eligibility criteria, the research team also wanted to ensure that 

similar types of institutions were represented in the two data sources. To achieve this, the 

research team applied the following filters:

 

16 An alternative strategy would be to first filter the data on the basis of institutional characteristics, then to filter it 

on the basis of student characteristics. The research team decided to filter on the basis of student characteristics 

first in order to maximize the number of eligible students (i.e., students meeting eligibility requirements and 

demonstrating academic need) within the national data set. While this may lead to some dissimilarity in terms of 

institutional characteristics between data sources, this report explicitly accounts for these differences by 

presenting student outcomes within these different institutional settings (i.e., public and private institutions, rural 

and urban institutions, etc.).
Appendix B 27 Persistence and Completion in Postsecondary Education

• The respondents must have attended institutions that can be linked to the 2003 IPEDS

data (i.e., institutions must have a valid unique identifier) in order to measure institutional 

characteristics. (This filter removed an additional 20 student respondents.) 

• The respondents must have attended institutions that were classified in the 2003 IPEDS

as a “four-year institution” or a “two-year institution” (the only two institutional types 

funded by the SSS program). (This filter removed 180 “less than two-year” institutions 

and an additional 1,090 respondents.) 

• The respondents must have attended an institution that offers at least an associate degree 

because there are no grantee institutions in which the highest available degree is lower 

than an associate degree. (This filter removed 30 institutions in the BPS:04/09 data set 

that offered a certificate as the highest credential, as well as an additional 

160 respondents.) 

• The respondents must have attended public institutions or private not-for-profit 

institutions because none of the grantee institutions are for-profit institutions.17 (This 

filter removed 80 institutions in the BPS:04/09 data set that are private for-profit 

institutions, as well as an additional 640 respondents.) 

After applying these data filters, the BPS:04/09 national sample contained 6,950 respondents 

from 880 institutions (37 percent of the base-year sample). This national sample consisted of 

students who met the eligibility requirements of the SSS program, exhibited academic need(s), 

had persistence and completion achievement measures within the transcript data, and did not 

attend institution types that do not exist among the SSS grantee institutions. 

The transcript weight (WTC000) was applied to the 6,950 students on all descriptive statistics 

and analyses of student achievements because student outcomes in the BPS:04/09 are measured 

in the transcript data. After this transcript weight was applied, the weighted BPS:04/09 national 

sample represented 1,674,346 students within 880 institutions. A total of 556,116 of these 

students attended 550 four-year institutions, and 1,118,230 of these students attended 330 twoyear institutions. The national sample data presented in the report are all derived from the 

filtered, weighted sample of respondents drawn from the BPS:04/09 data set. 

Testing for Significant Differences 

Survey data include outcomes for only a sample of all students in the population, and as a result, 

the achievement rates for the national sample are only estimates of the true achievement rates 

that would be observed had all students in the population been measured. To estimate persistence 

and completion rates within the national sample of students, as well as the sampling error 

associated with these outcome measures, replicate weights were applied to the data. To 

determine whether the estimates of persistence and completion rates within the national sample 

were statistically different enough from the rates among SSS participants to be considered true 

population differences (and not just differences due to sampling error), t tests were conducted.

 

17 One grantee institution changed classification from a private not-for-profit institution to a private for-profit 

institution during the period of observation. In the report, this grantee is classified as a private not-for-profit 

institution.
Appendix B 28 Persistence and Completion in Postsecondary Education

A conservative p value was used to determine whether differences in achievements between SSS 

participants and students in the national sample were statistically significant because multiple 

comparisons were tested throughout the body and appendices of this report — on persistence and 

completion rates, overall, and by eligibility status and other subgroups of students — which 

increases the risk having false positives. In this report, differences with a p value of .001 are 

identified as statistically significant, although differences that are statistically significant with a p

value of .05 (i.e., the conventional p value used in research) but are not statistically significant 

with a p value of .001 are also noted.

18 Due to the impact of small samples on the results of 

significance tests, t tests were not performed for any student or institutional characteristic that 

included fewer than 5 percent of SSS participants or students in the national sample. 

Institutional and Student Characteristics of SSS Grantees, SSS 

Participants, and Postsecondary Institutions and Students in the 

National Sample

Table B3, which focuses on the characteristics of SSS grantee institutions and postsecondary 

institutions in the earlier national sample, shows that a larger percentage of SSS grantees (both 

two-year and four-year) were public institutions; 70 percent of the four-year SSS grantees and 97 

percent of the two-year SSS grantees were public institutions. In contrast, 48 percent of four-year 

institutions and 87 percent of two-year institutions in the national sample were public 

institutions. In addition, a larger percentage of SSS grantees were located in rural areas (i.e., 

towns and distant or remote areas) when compared with the institutions in the national sample. 

Table B4, which focuses on the background characteristics of SSS participants and students in 

the national sample, shows that a larger percentage of SSS participants were both “low-income 

and first-generation.” The national sample had a higher percentage of students who were “firstgeneration only.” In addition, a larger percentage of SSS participants were female and enrolled 

as full-time students throughout their academic careers when compared with the national sample. 

Additional differences in race/ethnicity, student age, and the degree of urbanization of the 

institution students attended were observed between SSS participants and students in the national 

sample.

In light of these differences in student and institutional characteristics, student achievements are 

reported (1) by students’ eligibility status and institutions’ degree of urbanization, and (2) by 

control of institution in appendices C and D. In particular, completion rates are examined

separately for low-income and first-generation participants, and those with disabilities; for rural, 

suburban and urban settings; for students who attended multiple two- and four-year colleges; for 

full-time and part-time participants; and for public and private institutions.

 

18 Another common technique is to perform a Bonferroni correction. Using this method, researchers divide the 

desired confidence level (i.e., .05) by the number of comparisons being made. For the report, differences in rates 

of completion of bachelor’s degree by the end of the sixth year of college were tested 16 times; therefore, using 

the Bonferroni correction, the adjusted confidence level would be (.05/16) = .003. This means that using the .001 

confidence level is more conservative than using a Bonferroni correction.
Appendix B 29 Persistence and Completion in Postsecondary Education

Table B3. Two- and four-year Student Support Services (SSS) grantee institutions and 

institutions in the national sample,

a by institutional characteristics

Percent of 

SSS, 

two-year 

institutions

Percent of the 

national 

sample, 

two-year 

institutions

Percent of 

SSS, 

four-year 

institutions

Percent of 

the national 

sample, 

four-year 

institutions

Minority-serving institution status

Historically Black Colleges and 

Universities (HBCU) 1.3 — 11.8 4.2

Tribally Controlled Colleges and 

Universities (TCCU) 2.5 — 0.7 — 

Hispanic-Serving Institutions (HSI) 10.5 13.2 10.2 6.0

Control of institution

Public 97.3 87.4 70.2 47.9

Private, not-for-profit 2.7 12.6 29.8 52.1

Highest degree offered

Associate degree 94.5 96.0 N/A N/A

Bachelor’s degree 4.8 4.0 14.9 14.3

Master’s degree/first professional 

degree 0.4 0.0 40.3 37.7

Ph.D. 0.2 0.0 44.8 48.1

Degree of urbanization

Rural 52.0 26.5 37.2 20.8

Urban 34.1 43.1 47.9 54.7

Suburban 12.8 27.1 14.9 22.5

Missing 1.1 3.4 0.0 2.0

Enrollment

Percent of all incoming students 

who are full-time, degree-seeking 

students

40.4 41.7 66.3 66.2

Missing enrollment information 0.8 — 0.2 1.6

Institutional graduation rates

Percent of students completing an 

associate degree in three years

21.4 26.0 N/A N/A

Percent of students completing a 

bachelor’s degree in six years N/A N/A 46.6 51.2

Missing completion information 4.4 5.2 1.3 3.5

Total number of institutions 475 330 449 550

Average number of full-time, degreeseeking students in incoming cohort 

year

704 765 1,550 1,344

a

 To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of 

low-income status, first-generation status, or disability status, as well as demonstrated academic need. 

NOTES: The “—” indicates that information has been suppressed because of small sample sizes. This category has been collapsed 

with the largest category to mask small sample sizes. Significance testing was not performed on institutional characteristics. N/A = 

Not applicable. Please refer to the glossary in Appendix A for definitions of some of the characteristics listed in this table. 

SOURCE: Data for SSS grantees concerning minority-serving institutions and control of institution were drawn from the SSS 

program office. Other institutional information for SSS grantees were drawn from the U.S. Department of Education’s National 

Center for Education Statistics’ Integrated Postsecondary Education Data System (IPEDS) for the 2007–08 academic year. The 

national sample was drawn from the U.S. Department of Education’s National Center for Education Statistics’ 2004/09 Beginning 

Postsecondary Students Longitudinal Study (BPS:04/09). Characteristics of the institutions in the national sample were drawn from 

IPEDS data from 2003–04. 
Appendix B 30 Persistence and Completion in Postsecondary Education

Table B4. Student Support Services (SSS) participants and students in the national 

samplea attending two- and four-year institutions, by eligibility, enrollment, 

demographic, and institutional characteristics

 

Percent of 

SSS 

participants, 

two-year 

institutions

Percent of 

the national 

sample, 

two-year 

institutions

Percent of 

SSS 

participants, 

four-year 

institutions

Percent of 

the national 

sample, 

four-year 

institutions

Eligibility statusb

Low-income and first-generation 64.6 32.0 64.5 25.8

Low-income onlyc,d 6.0 7.1 9.0 11.5

First-generation only 17.8 49.9 18.0 50.2

Disabled 5.9 9.5 5.3 11.5

Disabled and low-incomee,f 5.7 1.6 3.0 1.1

Enrollment

All full-time 27.0 9.3 36.0 16.7

All part-timeg 17.7 35.3 6.1 7.8

Mixed full-time and part-timec 53.3 55.4 56.8 74.7

Missinge,f 0.1 5.5 0.1 0.9

Gender

Maled 35.2 39.6 36.5 41.0

Femaled 64.8 60.4 63.5 59.0

Race/ethnicity

White 46.5 55.8 32.7 56.1

Black 27.7 15.9 30.3 16.3

Hispanich 13.6 17.1 25.9 16.1

Asiane,f 2.6 3.8 5.2 4.8

American Indian/Alaska Nativee,f 4.6 0.8 2.3 0.3

Othere,f 4.4 4.5 2.5 3.7

Missinge,f 0.7 2.0 1.1 2.7

Age at college entry

18 or youngerc 31.3 30.1 61.0 53.3

19 to 24g,h 39.8 36.9 34.0 34.6

25 to 34c,f 14.5 15.3 2.8 6.6

35 to 44f,h 8.6 10.8 1.3 3.5

45 and overc,f 5.6 6.8 0.7 2.0

Missinge,f 0.2 — 0.2 0.2

Control of institution

Publicg,h 95.7 97.2 67.7 68.0

Private, not-for-profite,g 4.3 2.8 32.3 32.0

Degree of urbanization of 

institution

Rural 54.3 18.1 36.9 24.6

Urban 32.0 49.0 42.2 51.2

Suburbang 11.9 29.7 20.8 20.5

Missinge,f 1.8 3.3 0.0 3.7

Number of students 21,669 1,118,230 23,897 556,116

Total number of institutions 475 330 449 550

a To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of lowincome status, first-generation status, or disability status, as well as demonstrated academic need. The numbers and percentages in 

the national sample columns are estimates based on the weighted BPS:04/09 national sample. Please see Appendix B, Selection of 

the National Sample for more details. 

b A very small number of students were missing eligibility data from the SSS APR. 

c

 The observed difference is not significant at the p < .05 level at two-year institutions. 
Appendix B 31 Persistence and Completion in Postsecondary Education

d

 The observed difference is significant at the p < .05 level, but not significant at the p < .001 level, at four-year institutions. 

e

 There were too few students in the national sample to allow for statistical tests that determine whether observed differences were 

statistically significant at two-year institutions. 

f There were too few students in the national sample to allow for statistical tests that determine whether observed differences were 

statistically significant at four-year institutions.

g The observed difference is not significant at the p < .05 level at four-year institutions. 

h The observed difference is significant at the p < .05 level, but not significant at the p < .001 level, at two-year institutions. 

NOTES: The “—” indicates that information has been suppressed because of small sample sizes. This category has been collapsed 

with the largest category to mask small sample sizes. N/A = Not applicable. Unless otherwise noted, differences were statistically 

significant at the p < .001 level. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012), 

and the institutional characteristics of grantees were drawn from the SSS program office, as well as the U.S. Department of 

Education’s National Center for Education Statistics’ Integrated Postsecondary Education Data System (IPEDS) for the 2007–08 

academic year. The national sample was drawn from the U.S. Department of Education’s National Center for Education Statistics’ 

2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09). Characteristics of the institutions in the national 

sample were drawn from IPEDS data from 2003–04. 

Limitations of Data and Analyses

An important limitation to the data used in the report is that, even after filtering, the SSS 

participants and the students in the national sample are not entirely comparable. Table B3 and 

Table B4 presented previously highlight several ways in which the SSS participants and the 

students within the national sample, and the institutions that they attended, were not similar 

across the data sources. SSS is a competitive program, meaning that institutions self-select when 

applying to the program. Further, SSS grantee institutions are required to serve a specific group 

of students, two-thirds of whom must be first-generation and low-income. Neither the 

composition of institutional characteristics (private or public, two-year or four-year, urban or 

rural) nor the distribution of characteristics of students who participate in SSS programs are 

representative of institutions of higher learning or the students who attend them. Given the 

differences between SSS participants and students in the national sample, academic 

achievements were measured within several subgroups of students to ensure that findings were 

consistent across student and institution types. Differences in achievements by eligibility status, 

as well as within rural, urban, and suburban institutions, are reported in the body of the report; 

outcomes by other institution-level and student-level characteristics are provided in Appendix D. 

The BPS:04/09 data do not contain consistent information about services, such as tutoring or 

academic counseling, which students in the national sample may have received throughout their 

academic careers, and it is therefore possible that students in the national sample received 

services similar to SSS program services. As a result, the differences in achievements should not 

be interpreted as the differences between SSS participants and students who did not receive any 

services of any kind during their academic careers. 

The results of this report should not be interpreted as impacts of the SSS program because the 

research team did not employ rigorous procedures that statistically account for student-level and 

institution-level differences when measuring differences in student achievements. To measure 

program impact, more advanced methods would need to be employed, such as randomly 

assigning at-risk students to receive SSS program services and following participants and 

nonparticipants over time. Other statistical procedures (such as propensity score modeling) 

would also allow us to compare the achievements of program participants and nonparticipants 
Appendix B 32 Persistence and Completion in Postsecondary Education

after rigorously accounting for differences in student-level and institution-level characteristics. 

However, such a study would require a single data source to contain detailed student-level 

background information for both participants and nonparticipants, such as their academic 

achievements prior to entering college. 

Misalignment in Data Reporting Years

SSS data from 2007–08 were juxtaposed in the analysis with BPS:04/09 data because this was 

the first year for which reliable APR data were available. Just prior to that APR year, the SSS 

data reporting process underwent several significant enhancements to improve the quality of the 

data collected. First, the Department developed a Web-based data collection system that requires

all SSS grantees to submit their data using a uniform electronic system. Second, the Department 

implemented a one-time student verification process that requires grantees to affirmatively 

establish student cohorts. Additionally, since SSS data for this report were supplemented with

data from the National Student Clearinghouse (NSC), the marked increase in NSC participation 

among institutions between 2003 and 2007 (an approximately three-fold increase) is also likely 

to have improved data quality. 

The misalignment in data reporting years between SSS participants (freshmen in 2007–08) and 

BPS:04/09 students (freshmen in 2003–04) limits the conclusions readers are able to draw from 

the analysis. However, given that national graduation and persistence rates varied little over the 

time period in question, broader societal or “secular” trends in higher education student 

outcomes are unlikely to account for the majority of the differences observed between SSS 

participants and the BPS:04/09 sample. 

Data from the Integrated Postsecondary Education Data System (IPEDS) measuring national 

graduation rates show that the national graduation rate at four-year institutions for students 

beginning their postsecondary education in 2003 was 57 percent. The graduation rate for the 

2006 cohort (the most recent cohort available) was 58 percent. Among two-year institutions, the 

graduation rate for first-time postsecondary students in 2003 was 24 percent. The rate for the 

2007 cohort was 23 percent. 

Persistence rates at two-year and four-year institutions also remained largely unchanged over 

time. The national persistence rate at four-year institutions in 2004 was 73 percent.19 The 

persistence rate was 72 percent at four-year institutions in 2008. At two-year institutions, the 

persistence rate was 68 percent in 2004, while the rate in 2008 was 67 percent.20 

 

19 For persistence rates, the 2004 and 2008 data years align with the BPS:04/09 cohort and the 2007–08 SSS cohort, 

respectively. 20 U.S. Department of Education’s National Center for Education Statistics’ Integrated Postsecondary Education 

Data System (IPEDS), Graduation Rates component (provisional data).
APPENDIX C. EDUCATIONAL OUTCOMES OF 

STUDENT SUPPORT SERVICES (SSS)

PARTICIPANTS AND OF A NATIONAL SAMPLE OF 

SIMILAR STUDENTS
Appendix C 34 Persistence and Completion in Postsecondary Education

Appendix C:

Educational Outcomes of Student Support Services (SSS) 

Participants and of a National Sample of Similar Students

This appendix provides data on the persistence and completion outcomes of SSS participants 

alongside data on the persistence and completion outcomes of students in the national sample. 

Unless otherwise noted, differences in student achievements were statistically significant at the 

p < .001 level. 

Exhibits

Table C1. Number of Student Support Services (SSS) participants who entered two-year 

institutions in 2007–08 and of students in the national samplea who entered 

two-year institutions in 2003–04, and percentage of each who persisted to the 

fall of the second year, by eligibility status

Eligibility status

Number of 

SSS 

participants 

who entered 

two-year 

institutions in 

2007–08

Percent of 

SSS 

participants 

who 

persisted

Number of 

students in the 

national sample 

who entered 

two-year 

institutions in 

2003–04

Percent of 

students 

in the 

national 

sample 

who 

persisted

Total 21,669 86.0% 1,118,230 64.8%

Low-income and first-generation 13,990 85.5 357,713 61.5

Low-income only 1,310 87.0 79,500 68.8

First-generation only 3,852 87.3 557,721 66.7

Disabled 1,283 88.5 105,800 66.6

Disabled and low-incomeb 1,226 83.8 17,496 41.7

a

 To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of 

low-income status, first-generation status, or disability status, as well as demonstrated academic need. The numbers and 

percentages in the national sample columns are estimates based on the weighted BPS:04/09 national sample. Please see 

Appendix B, Selection of the National Sample for more details. 

b

 For this group of students, there were too few cases in the national sample to allow for statistical tests to determine whether 

observed differences were statistically significant. Please see Appendix B for more details about the analysis strategy. 

NOTE: Unless otherwise noted, differences were statistically significant at the p < .001 level. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 

The national sample was drawn from the U.S. Department of Education’s National Center for Education Statistics’ 2004/09 

Beginning Postsecondary Students Longitudinal Study (BPS:04/09).
Appendix C 35 Persistence and Completion in Postsecondary Education

Table C2. Number of Student Support Services (SSS) participants who entered four-year 

institutions in 2007–08 and of students in the national samplea who entered 

four-year institutions in 2003–04, and percentage of each who persisted to the 

fall of the second year, by eligibility status

Eligibility status

Number of 

SSS 

participants 

who entered 

four-year 

institutions in 

2007–08

Percent of 

SSS 

participants 

who 

persisted

Number of 

students in the 

national sample 

who entered 

four-year 

institutions in 

2003–04

Percent of 

students in 

the national 

sample who 

persisted

Overall 23,897 92.7% 556,116 78.7%

Low-income and first-generation 15,410 92.4 143,320 71.7

Low-income only 2,141 94.3 63,749 74.3

First-generation only 4,308 92.8 278,913 82.0

Disabledb 1,277 92.9 63,751 84.0

Disabled and low-incomec 717 91.9 6,383 87.3

a

 To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of 

low-income status, first-generation status, or disability status, as well as demonstrated academic need. The numbers and 

percentages in the national sample columns are estimates based on the weighted BPS:04/09 national sample. Please see 

Appendix B, Selection of the National Sample for more details. 

b

 For the eligibility status “Disabled,” the difference was statistically significant at the p < .05 level but was not statistically significant 

at the p < .001 level (p = .016). Please see Appendix B for more details about the analysis strategy. 

c

 For this group of students, there were too few cases in the national sample to allow for statistical tests that determine whether 

observed differences were statistically significant. Please see Appendix B for more details about the analysis strategy. 

NOTE: Unless otherwise noted, differences were statistically significant at the p < .001 level. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 

The national sample was drawn from the U.S. Department of Education’s National Center for Education Statistics’ 2004/09 

Beginning Postsecondary Students Longitudinal Study (BPS:04/09). 
Appendix C 36 Persistence and Completion in Postsecondary Education

Figure C1. Percentage of Student Support Services (SSS) participants who entered twoyear institutions in 2007–08, and of students in the national samplea who 

entered two-year institutions in 2003–04, who completed an associate degree

or certificate, or transferred to four-year institutions (with or without receiving 

an associate degree or certificate) within two, three, and four years

a

 To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of 

low-income status, first-generation status, or disability status, as well as demonstrated academic need. The percentages pertaining 

to the national sample are estimates based on the weighted BPS:04/09 national sample. Please see Appendix B, Selection of the 

National Sample for more details. 

NOTE: Unless otherwise noted, differences were statistically significant at the p < .001 level. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 

The national sample was drawn from the U.S. Department of Education’s National Center for Education Statistics’ 2004/09 

Beginning Postsecondary Students Longitudinal Study (BPS:04/09).
Appendix C 37 Persistence and Completion in Postsecondary Education

Figure C2. Percentage of Student Support Services (SSS) participants who entered twoyear institutions in 2007–08, and of students in the national samplea who 

entered two-year institutions in 2003–04, who completed an associate degree 

or certificate without transferring to four-year institutions, completed an 

associate degree or certificate and transferred to four-year institutions, or 

transferred to four-year institutions without completing an associate degree 

or certificate within two, three, and four years, by completion type 

a To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of lowincome status, first-generation status, or disability status, as well as demonstrated academic need. The percentages pertaining to 

the national sample are estimates based on the weighted BPS:04/09 national sample. Please see Appendix B, Selection of the 

National Sample for more details. 

NOTE: Significance tests were not performed to determine if differences in rates of completion of an associate degree or certificate 

without transfer to a four-year institution, completion of an associate degree or certificate and transfer to a four-year institution, and 

transfer to a four-year institution without completing an associate degree or certificate were significant between SSS participants 

and students in the national sample. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 

The national sample was drawn from the U.S. Department of Education’s National Center for Education Statistics’ 2004/09 

Beginning Postsecondary Students Longitudinal Study (BPS:04/09). 
Appendix C 38 Persistence and Completion in Postsecondary Education

Table C3. Number of Student Support Services (SSS) participants who entered two-year 

institutions in 2007–08 and of students in the national samplea who entered 

two-year institutions in 2003–04, and percentage of each who completed an 

associate degree or certificate, or transferred to four-year institutions (with or 

without receiving an associate degree or certificate) within four years, by 

eligibility status 

Eligibility status

Number of 

SSS 

participants 

who entered 

two-year 

institutions 

in 2007–08

Percent of 

SSS 

participants 

who 

completed 

within four 

years

Number of 

students in 

the national 

sample who 

entered twoyear 

institutions 

in 2003–04

Percent of 

students in 

the national 

sample who 

completed 

within four 

years

Overall 21,669 49.6% 1,118,230 27.9%

Low-income and first-generation 13,990 47.8 357,713 22.8

Low-income only 1,310 51.2 79,500 31.9

First-generation only 3,852 55.5 557,721 30.6

Disabled 1,283 56.1 105,800 29.7

Disabled and low-incomeb 1,226 43.5 17,496 17.1

a

 To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of 

low-income status, first-generation status, or disability status, as well as demonstrated academic need. The numbers and 

percentages in the national sample columns are estimates based on the weighted BPS:04/09 national sample. Please see 

Appendix B, Selection of the National Sample for more details. 

b

 For this group of students, there were too few cases in the national sample to allow for statistical tests that determine whether 

observed differences were statistically significant. Please see Appendix B for more details about the analysis strategy. 

NOTE: Unless otherwise noted, differences were statistically significant at the p < .001 level. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 

The national sample was drawn from the U.S. Department of Education’s National Center for Education Statistics’ 2004/09 

Beginning Postsecondary Students Longitudinal Study (BPS:04/09). 
Appendix C 39 Persistence and Completion in Postsecondary Education

Figure C3. Percentage of Student Support Services (SSS) participants who entered fouryear institutions in 2007–08, and of students in the national samplea who 

entered four-year institutions in 2003–04, who completed a bachelor’s degree 

within four, five, and sixb years

a To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of lowincome status, first-generation status, or disability status, as well as demonstrated academic need. The percentages pertaining to 

the national sample are estimates based on the weighted BPS:04/09 national sample. Please see Appendix B, Selection of the 

National Sample for more details. 

b

 Completion data for SSS participants who received a bachelor’s degree in the sixth year of college were not available for 31 of the 

449 (7 percent) four-year grantee institutions because these institutions did not submit data to the NSC in the 2012–13 academic 

year. In addition, APR data for the 2012–13 academic year were not available at the time of data analysis. No adjustment was made 

to the calculations to address this missing information. 

c

 The difference in bachelor’s degree completion rates between SSS participants and students in the national sample at the end of 

the fourth year of college was not statistically significant (p = .058). Please see Appendix B for more details about the analysis 

strategy. 

NOTE: Unless otherwise noted, differences were statistically significant at the p < .001 level. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 

The national sample was drawn from the U.S. Department of Education’s National Center for Education Statistics’ 2004/09 

Beginning Postsecondary Students Longitudinal Study (BPS:04/09). 
Appendix C 40 Persistence and Completion in Postsecondary Education

Table C4. Number of Student Support Services (SSS) participants who entered four-year 

institutions in 2007–08 and of students in the national samplea who entered 

four-year institutions in 2003–04, and percentage of each who completed a 

bachelor’s degree within six years,

b by eligibility status

Eligibility status

Number of 

SSS 

participants 

who entered 

four-year 

institutions 

in 2007–08 

Percent of 

SSS 

participants 

who 

completed 

within six 

years

Number of 

students in the 

national sample 

who entered 

four-year 

institutions in 

2003–04

Percent of 

students in 

the national 

sample who 

completed 

within six 

years

Overall 23,897 48.3% 556,116 39.5%

Low-income and first-generation 15,410 46.9 143,320 32.0

Low-income onlyc 2,141 49.5 63,749 40.7

First-generation only 4,308 51.5 278,913 42.7

Disabledc 1,277 54.9 63,751 42.5

Disabled and low-incomed 717 42.0 6,383 27.3

a

 To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of 

low-income status, first-generation status, or disability status, as well as demonstrated academic need. The numbers and 

percentages in the national sample columns are estimates based on the weighted BPS:04/09 national sample. Please see Appendix 

B, Selection of the National Sample for more details. 

b

 Completion data for SSS participants who received a bachelor’s degree in the sixth year of college were not available for 31 of the 

449 (7 percent) four-year grantee institutions because these institutions did not submit data to the NSC in the 2012–13 academic 

year. In addition, APR data for the 2012–13 academic year were not available at the time of data analysis. No adjustment was made 

to the calculations to address this missing information. 

c

 Although there appear to be differences in bachelor’s degree completion rates between SSS participants and students in the 

national sample who were “low-income only” or “disabled,” these differences were statistically significant at the p < .05 level but 

were not statistically significant at the p < .001 level (p = .025 for low-income only; p = .002 for disabled). Please see Appendix B for 

more details about the analysis strategy. 

d

 For this group of students, there were too few cases in the national sample to allow for statistical tests that determine whether 

observed differences were statistically significant. Please see Appendix B for more details about the analysis strategy. 

NOTE: Unless otherwise noted, differences were statistically significant at the p < .001 level. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 

The national sample was drawn from the U.S. Department of Education’s National Center for Education Statistics’ 2004/09 

Beginning Postsecondary Students Longitudinal Study (BPS:04/09). 
Appendix C 41 Persistence and Completion in Postsecondary Education

Table C5. Number of Student Support Services (SSS) participants who entered two-year 

institutions in 2007–08 and of students in the national samplea who entered 

two-year institutions in 2003–04, and percentage of each who persisted to the 

fall of the second year, by institution’s degree of urbanization

Two-year 

institution’s 

degree of 

urbanization 

Number of SSS 

participants who 

entered two-year 

institutions in

2007–08

Percent of SSS 

participants who 

persisted

Number of 

students in the 

national sample 

who entered twoyear institutions 

in 2003–04

Percent of 

students in the 

national sample 

who persisted

Overall 21,669 86.0% 1,118,230 64.8%

Rural 11,774 83.3 202,626 61.6

Suburban 2,578 89.3 331,712 70.2

Urban 6,925 88.8 547,417 63.6

a

 To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of 

low-income status, first-generation status, or disability status, as well as demonstrated academic need. The numbers and 

percentages in the national sample columns are estimates based on the weighted BPS:04/09 national sample. Please see 

Appendix B, Selection of the National Sample for more details. 

NOTE: Unless otherwise noted, differences were statistically significant at the p < .001 level. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012), 

and institution’s degree of urbanization data were drawn from the U.S. Department of Education’s National Center for Education 

Statistics’ Integrated Postsecondary Education Data System (IPEDS) for the 2007–08 academic year. The national sample was 

drawn from the U.S. Department of Education’s National Center for Education Statistics’ 2004/09 Beginning Postsecondary 

Students Longitudinal Study (BPS:04/09). Characteristics of the institutions in the national sample were drawn from IPEDS data 

from 2003–04. 

Table C6. Number of Student Support Services (SSS) participants who entered four-year 

institutions in 2007–08 and of students in the national samplea who entered 

four-year institutions in 2003–04, and percentage of each who persisted to the 

fall of the second year, by institution’s degree of urbanization

Four-year 

institution’s 

degree of 

urbanization 

Number of SSS 

participants who 

entered four-year 

institutions in 

2007–08

Percent of SSS 

participants who 

persisted

Number of 

students in the 

national sample 

who entered fouryear institutions 

in 2003–04

Percent of 

students in the 

national sample 

who persisted

Overall 23,897 92.7% 556,116 78.7%

Rural 8,829 90.7 136,709 71.8

Suburban 4,975 94.9 113,992 84.3

Urban 10,093 93.3 284,766 79.1

a

 To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of 

low-income status, first-generation status, or disability status, as well as demonstrated academic need. The numbers and 

percentages in the national sample columns are estimates based on the weighted BPS:04/09 national sample. Please see 

Appendix B, Selection of the National Sample for more details. 

NOTE: Unless otherwise noted, differences were statistically significant at the p < .001 level. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012), 

and institution’s degree of urbanization data were drawn from the U.S. Department of Education’s National Center for Education 

Statistics’ Integrated Postsecondary Education Data System (IPEDS) for the 2007–08 academic year. The national sample was 

drawn from the U.S. Department of Education’s National Center for Education Statistics’ 2004/09 Beginning Postsecondary 

Students Longitudinal Study (BPS:04/09). Characteristics of the institutions in the national sample were drawn from IPEDS data 

from 2003–04. 
Appendix C 42 Persistence and Completion in Postsecondary Education

Table C7. Number of Student Support Services (SSS) participants who entered two-year 

institutions in 2007–08 and of students in the national samplea who entered 

two-year institutions in 2003–04, and percentage of each who completed an 

associate degree or a certificate, or transferred to four-year institutions (with 

or without receiving an associate degree or certificate) within four years, by 

institution’s degree of urbanization

Two-year 

institution’s 

degree of 

urbanization 

Number of SSS 

participants who 

entered two-year 

institutions in 

2007–08

Percent of SSS 

participants who 

completed within 

four years

Number of 

students in the 

national sample 

who entered twoyear institutions 

in 2003–04

Percent of 

students in the 

national sample 

who completed 

within four years

Overall 21,669 49.6% 1,118,230 27.9%

Rural 11,774 52.7 202,626 38.5

Suburban 2,578 49.7 331,712 29.2

Urban 6,925 45.8 547,417 23.2

a

 To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of 

low-income status, first-generation status, or disability status, as well as demonstrated academic need. The numbers and 

percentages in the national sample columns are estimates based on the weighted BPS:04/09 national sample. Please see 

Appendix B, Selection of the National Sample for more details. 

NOTE: Unless otherwise noted, differences were statistically significant at the p < .001 level. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012), 

and institution’s degree of urbanization data were drawn from the U.S. Department of Education’s National Center for Education 

Statistics’ Integrated Postsecondary Education Data System (IPEDS) for the 2007–08 academic year. The national sample was 

drawn from the U.S. Department of Education’s National Center for Education Statistics’ 2004/09 Beginning Postsecondary 

Students Longitudinal Study (BPS:04/09). Characteristics of the institutions in the national sample were drawn from IPEDS data 

from 2003–04. 
Appendix C 43 Persistence and Completion in Postsecondary Education

Table C8. Number of Student Support Services (SSS) participants who entered four-year 

institutions in 2007–08 and of students in the national samplea who entered 

four-year institutions in 2003–04, and percentage of each who completed a 

bachelor’s degree within six years,b by institution’s degree of urbanization

Four-year 

institution’s

degree of 

urbanization 

Number of SSS

participants who 

entered four-year 

institutions in 

2007–08

Percent of SSS 

participants who 

completed within 

six years

Number of 

students in the 

national sample 

who entered fouryear institutions 

in 2003–04

Percent of 

students in the 

national sample 

who completed 

within six years

Overall 23,897 48.3% 556,116 39.5%

Rural 8,829 48.9 136,709 32.8

Suburbanc 4,975 42.5 113,992 50.4

Urban 10,093 50.7 284,766 39.3

a

 To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of 

low-income status, first-generation status, or disability status, as well as demonstrated academic need. The numbers and 

percentages in the national sample columns are estimates based on the weighted BPS:04/09 national sample. Please see 

Appendix B, Selection of the National Sample for more details. 

b

 Completion data for SSS participants who received a bachelor’s degree in the sixth year of college were not available for 31 of the 

449 (7 percent) four-year grantee institutions because these institutions did not submit data to the NSC in the 2012–13 academic 

year. In addition, APR data for the 2012–13 academic year were not available at the time of data analysis. No adjustment was made 

to the calculations to address this missing information. 

c

 Although there appears to be a difference in bachelor’s degree completion rates between SSS participants and students in the 

national sample in suburban institutions, this difference was statistically significant at the p < .05 level but was not statistically 

significant at the p < .001 level (p = .018). Please see Appendix B for more details about the analysis strategy. 

NOTE: Unless otherwise noted, differences were statistically significant at the p < .001 level. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012), 

and institution’s degree of urbanization data were drawn from the U.S. Department of Education’s National Center for Education 

Statistics’ Integrated Postsecondary Education Data System (IPEDS) for the 2007–08 academic year. The national sample was 

drawn from the U.S. Department of Education’s National Center for Education Statistics’ 2004/09 Beginning Postsecondary 

Students Longitudinal Study (BPS:04/09). Characteristics of the institutions in the national sample were drawn from IPEDS data 

from 2003–04. 
APPENDIX D. ADDITIONAL RESULTS
Appendix D 45 Persistence and Completion in Postsecondary Education

Appendix D: Additional Results

To ensure that differences in achievements between SSS participants and students in the national 

sample were not entirely due to differences in sample characteristics, differences in persistence 

and completion rates are examined based on the control of the institutions that students 

attended.21 In particular, persistence and completion rates are presented separately for public and 

private institutions.

In addition to institutional characteristics, differences in completion rates are calculated on the 

basis of students’ enrollment patterns. First, because full-time enrollment status affects the pace 

at which students progress through classes, this report examines completion rates separately for 

students who, throughout their academic careers, (1) were consistently enrolled as full-time 

students, (2) were consistently enrolled as part-time students, and (3) were enrolled as a mix of 

full-time and part-time students. In addition, acknowledging that enrollment in multiple 

institutions throughout one’s academic career might impact rates of completion, rates of 

completion are examined separately for students who attended only one postsecondary institution 

in their academic careers, students who attended multiple two-year institutions but never 

transferred to a four-year institution, students who attended multiple four-year institutions but 

never transferred to a two-year institution, and students who attended a mix of two-year and 

four-year institutions. Results of these supplementary analyses are presented separately for 

students who entered as freshmen in two-year and four-year institutions. Unless otherwise noted, 

differences in student achievements were statistically significant at the p < .001 level. 

 

21 In the report, differences in persistence and completion rates are examined by eligibility status and institution’s

degree of urbanization. 
Appendix D 46 Persistence and Completion in Postsecondary Education

Exhibits

Table D1. Number of Student Support Services (SSS) participants who entered two-year 

institutions in 2007–08 and of students in the national samplea who entered 

two-year institutions in 2003–04, and percentage of each who persisted to the 

fall of the second year, by control of institution

Control of 

institution

Number of SSS 

participants who 

entered two-year 

institutions in 

2007–08

Percent of SSS 

participants who 

persisted

Number of 

students in the 

national sample 

who entered twoyear institutions 

in 2003–04

Percent of 

students in the 

national sample 

who persisted

Overall 21,669 86.0% 1,118,230 64.8%

Public 20,745 86.2 1,086,992 64.5

Privateb 924 81.7 31,238 74.0

a

 To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of 

low-income status, first-generation status, or disability status, as well as demonstrated academic need. The numbers and 

percentages in the national sample columns are estimates based on the weighted BPS:04/09 national sample. Please see 

Appendix B, Selection of the National Sample for more details. 

b

 For this group of students, there were too few cases in the national sample to allow for statistical tests that determine whether 

observed differences were statistically significant. Please see Appendix B for more details about the analysis strategy. 

NOTE: Unless otherwise noted, differences were statistically significant at the p < .001 level. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 

The national sample was drawn from the U.S. Department of Education’s National Center for Education Statistics’ 2004/09 

Beginning Postsecondary Students Longitudinal Study (BPS:04/09).
Appendix D 47 Persistence and Completion in Postsecondary Education

Table D2. Number of Student Support Services (SSS) participants who entered two-year 

institutions in 2007–08 and of students in the national samplea who entered 

two-year institutions in 2003–04, and percentage of each who completed an 

associate degree or certificate, or transferred to four-year institutions (with or 

without receiving an associate degree or certificate) within four years, by 

control of institution

Control of 

institution

Number of SSS 

participants who 

entered two-year 

institutions in 

2007–08

Percent of SSS 

participants who 

completed within 

four years

Number of 

students in the 

national sample 

who entered twoyear institutions 

in 2003–04

Percent of 

students in the 

national sample 

who completed 

within four years

Overall 21,669 49.6% 1,118,230 27.9%

Public 20,745 49.5 1,086,992 27.4

Privateb 924 52.5 31,238 43.8

a

 To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of 

low-income status, first-generation status, or disability status, as well as demonstrated academic need. The numbers and 

percentages in the national sample columns are estimates based on the weighted BPS:04/09 national sample. Please see 

Appendix B, Selection of the National Sample for more details. 

b

 For this group of students, there were too few cases in the national sample to allow for statistical tests that determine whether 

observed differences were statistically significant. Please see Appendix B for more details about the analysis strategy. 

NOTE: Unless otherwise noted, differences were statistically significant at the p < .001 level. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 

The national sample was drawn from the U.S. Department of Education’s National Center for Education Statistics’ 2004/09 

Beginning Postsecondary Students Longitudinal Study (BPS:04/09).
Appendix D 48 Persistence and Completion in Postsecondary Education

Table D3. Number of Student Support Services (SSS) participants who entered two-year 

institutions in 2007–08 and of students in the national samplea who entered 

two-year institutions in 2003–04, and percentage of each who completed an 

associate degree or certificate within four years, by the number and types of 

postsecondary institutions attended

Number and types of 

postsecondary institutions 

attended 

Number of 

SSS 

participants 

who entered 

two-year 

institutions in 

2007–08

Percent of 

SSS 

participants 

who 

completed 

within four 

years

Number of 

students in the 

national sample 

who entered 

two-year 

institutions in 

2003–04

Percent of 

students in 

the national 

sample who 

completed 

within four 

years

Overall 21,669 32.3% 1,118,230 18.7%

Attended only one 

postsecondary institution 11,160 21.8 790,381 15.2

Attended more than one 

postsecondary institution — 

all two-year institutionsb

2,888 18.0 167,850 20.7

Attended more than one 

postsecondary institution — 

a mix of two-year and fouryear institutions

7,621 52.9 159,999 34.0

a

 To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of 

low-income status, first-generation status, or disability status, as well as demonstrated academic need. The numbers and 

percentages in the national sample columns are estimates based on the weighted BPS:04/09 national sample. Please see 

Appendix B, Selection of the National Sample for more details. 

b

 The difference in completion rates at the end of the fourth year of college between SSS participants and students in the national 

sample who attended multiple two-year institutions was not statistically significant (p = .295). Please see Appendix B for more 

details about the analysis strategy. 

NOTE: Unless otherwise noted, differences were statistically significant at the p < .001 level. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 

The national sample was drawn from the U.S. Department of Education’s National Center for Education Statistics’ 2004/09 

Beginning Postsecondary Students Longitudinal Study (BPS:04/09).
Appendix D 49 Persistence and Completion in Postsecondary Education

Table D4. Number of Student Support Services (SSS) participants who entered two-year 

institutions in 2007–08 and of students in the national samplea who entered 

two-year institutions in 2003–04, and percentage of each who completed an 

associate degree or certificate, or transferred to four-year institutions (with or 

without receiving an associate degree or certificate) within four years, by 

enrollment intensity

Enrollment intensity

Number of SSS 

participants 

who entered 

two-year 

institutions in 

2007–08

Percent of SSS 

participants 

who completed 

within four 

years

Number of

students in the 

national sample 

who entered 

two-year 

institutions in 

2003–04

Percent of 

students in the 

national sample 

who completed 

within four 

years

Overall 21,669 49.6% 1,118,230 27.9%

All full-time 5,841 53.2 98,135 21.8

All part-time 3,830 21.2 373,508 12.9

Mixed full-time and 

part-time 11,543 57.6 585,181 40.3

a

 To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of 

low-income status, first-generation status, or disability status, as well as demonstrated academic need. The numbers and 

percentages in the national sample columns are estimates based on the weighted BPS:04/09 national sample. Please see 

Appendix B, Selection of the National Sample for more details. 

NOTE: Unless otherwise noted, differences were statistically significant at the p < .001 level. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 

The national sample was drawn from the U.S. Department of Education’s National Center for Education Statistics’ 2004/09 

Beginning Postsecondary Students Longitudinal Study (BPS:04/09).

Table D5. Number of Student Support Services (SSS) participants who entered four-year 

institutions in 2007–08 and of students in the national samplea who entered 

four-year institutions in 2003–04, and percentage of each who persisted to the 

fall of the second year, by control of institution

Control of 

institution

Number of SSS 

participants who 

entered four-year 

institutions in 

2007–08

Percent of SSS 

participants who 

persisted

Number of 

students in the 

national sample 

who entered fouryear institutions 

in 2003–04

Percent of 

students in the 

national sample 

who persisted

Overall 23,897 92.7% 556,116 78.7%

Public 16,179 93.5 378,268 78.4

Private 7,718 91.0 177,848 79.4

a

 To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of 

low-income status, first-generation status, or disability status, as well as demonstrated academic need. The numbers and 

percentages in the national sample columns are estimates based on the weighted BPS:04/09 national sample. Please see 

Appendix B, Selection of the National Sample for more details. 

NOTE: Unless otherwise noted, differences were statistically significant at the p < .001 level. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 

The national sample was drawn from the U.S. Department of Education’s National Center for Education Statistics’ 2004/09 

Beginning Postsecondary Students Longitudinal Study (BPS:04/09).
Appendix D 50 Persistence and Completion in Postsecondary Education

Table D6. Number of Student Support Services (SSS) participants who entered four-year 

institutions in 2007–08 and of students in the national samplea who entered 

four-year institutions in 2003–04, and percentage of each who completed a

bachelor’s degree within six years,b by control of institution

Control of 

institution

Number of SSS 

participants who 

entered four-year 

institutions in 

2007–08

Percent of SSS 

participants who 

completed within 

six years

Number of 

students in the 

national sample 

who entered fouryear institutions 

in 2003–04

Percent of 

students in the 

national sample 

who completed 

within six years

Overall 23,897 48.3% 556,116 39.5%

Public 16,179 49.9 378,268 38.6

Privatec 7,718 45.0 177,848 41.4

a

 To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of 

low-income status, first-generation status, or disability status, as well as demonstrated academic need. The numbers and 

percentages in the national sample columns are estimates based on the weighted BPS:04/09 national sample. Please see Appendix 

B, Selection of the National Sample for more details. 

b

 Completion data for SSS participants who received a bachelor’s degree in the sixth year of college were not available for 31 of the 

449 (7 percent) four-year grantee institutions because these institutions did not submit data to the NSC in the 2012–13 academic 

year. In addition, APR data for the 2012–13 academic year were not available at the time of data analysis. No adjustment was made 

to the calculations to address this missing information. 

c

 The difference in bachelor’s degree completion rates between SSS participants and students in the national sample who entered 

their freshman year in private four-year institutions was not statistically significant (p = .208). Please see Appendix B for more details 

about the analysis strategy. 

NOTE: Unless otherwise noted, differences were statistically significant at the p < .001 level. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 

The national sample was drawn from the U.S. Department of Education’s National Center for Education Statistics’ 2004/09 

Beginning Postsecondary Students Longitudinal Study (BPS:04/09).
Appendix D 51 Persistence and Completion in Postsecondary Education

Table D7. Number of Student Support Services (SSS) participants who entered four-year 

institutions in 2007–08 and of students in the national samplea who entered 

four-year institutions in 2003–04, and percentage of each who completed a 

bachelor’s degree within six years,

b by the number and types of 

postsecondary institutions attended

Number and types of 

postsecondary institutions 

attended 

Number of 

SSS 

participants 

who entered 

four-year 

institutions in 

2007–08

Percent of 

SSS 

participants 

who 

completed 

within six 

years

Number of 

students in 

the national 

sample who 

entered fouryear 

institutions in 

2003–04

Percent of 

students in 

the national 

sample who 

completed 

within six 

years

Overall 23,897 48.3% 556,116 39.5%

Attended only one 

postsecondary institution 12,303 51.6 312,099 36.9

Attended more than one 

postsecondary institution — 

all four-year institutionsc

5,026 57.2 73,359 49.2

Attended more than one 

postsecondary institution — 

a mix of two-year and fouryear institutionsd

6,568 35.4 170,658 40.1

a

 To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of 

low-income status, first-generation status, or disability status, as well as demonstrated academic need. The numbers and 

percentages in the national sample columns are estimates based on the weighted BPS:04/09 national sample. Please see 

Appendix B, Selection of the National Sample for more details. 

b

 Completion data for SSS participants who received a bachelor’s degree in the sixth year of college were not available for 31 of the 

449 (7 percent) four-year grantee institutions because these institutions did not submit data to the NSC in the 2012–13 academic 

year. In addition, APR data for the 2012–13 academic year were not available at the time of data analysis. No adjustment was made 

to the calculations to address this missing information. 

c

 While there appears to be a difference in bachelor’s degree completion rates at the end of the sixth year of college between SSS 

participants and students in the national sample who attended multiple four-year institutions, this difference was statistically 

significant at the p < .05 level but was not statistically significant at the p < .001 level (p = .034). Please see Appendix B for more 

details about the analysis strategy. 

d

 The difference in bachelor’s degree completion rates at the end of the sixth year of college between SSS participants and students 

in the national sample who attended a mix of two-year and four-year institutions was not statistically significant (p = .052). Please 

see Appendix B for more details about the analysis strategy. 

NOTE: Unless otherwise noted, differences were statistically significant at the p < .001 level. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 

The national sample was drawn from the U.S. Department of Education’s National Center for Education Statistics’ 2004/09 

Beginning Postsecondary Students Longitudinal Study (BPS:04/09).
Appendix D 52 Persistence and Completion in Postsecondary Education

Table D8. Number of Student Support Services (SSS) participants who entered four-year 

institutions in 2007–08 and of students in the national samplea who entered 

four-year institutions in 2003–04, and percentage of each who completed a 

bachelor’s degree within six years,b by enrollment intensity

Enrollment 

intensity

Number of SSS 

participants who 

entered fouryear institutions 

in 2007–08

Percent of SSS 

participants who 

completed 

within six years

Number of 

students in the 

national sample 

who entered 

four-year 

institutions in 

2003–04

Percent of 

students in the 

national sample 

who completed 

within six years

Overall 23,897 48.3% 556,116 39.5%

All full-time 8,610 49.0 92,703 28.1

All part-timec 1,462 22.6 43,328 13.9

Mixed full-time 

and part-timec 13,563 50.6 415,309 45.2

a

 To create the national sample, the BPS:04/09 was subsampled to include students who met the SSS eligibility requirements of 

low-income status, first-generation status, or disability status, as well as demonstrated academic need. The numbers and 

percentages in the national sample columns are estimates based on the weighted BPS:04/09 national sample. Please see 

Appendix B, Selection of the National Sample for more details. 

b

 Completion data for SSS participants who received a bachelor’s degree in the sixth year of college were not available for 31 of the 

449 (7 percent) four-year grantee institutions because these institutions did not submit data to the NSC in the 2012–13 academic 

year. In addition, APR data for the 2012–13 academic year were not available at the time of data analysis. No adjustment was made 

to the calculations to address this missing information. 

c

 While there appear to be differences in bachelor’s degree completion rates at the end of the sixth year of college between SSS 

participants and students in the national sample who consistently enrolled as part-time students or enrolled as a mix of full-time and 

part-time students, these differences were statistically significant at the p < .05 level but were not statistically significant at the p < 

.001 level (p = .025 among students enrolled consistently as part-time students; p = .006 among students enrolled as a mix of fulltime and part-time). Please see Appendix B for more details about the analysis strategy. 

NOTE: Unless otherwise noted, differences were statistically significant at the p < .001 level. 

SOURCE: Data for SSS participants were taken from the SSS annual performance report (APR) longitudinal data file (1998–2012). 

The national sample was drawn from the U.S. Department of Education’s National Center for Education Statistics’ 2004/09 

Beginning Postsecondary Students Longitudinal Study (BPS:04/09).
The Department of Education’s mission is to promote student achievement and preparation 

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