U.S. DEPARTMENT OF EDUCATION

Descriptive Summary of 2003–04 

Beginning Postsecondary Students: 

Three Years Later

NCES 2008-174
THIS PAGE INTENTIONALLY LEFT BLANK 
NCES 2008-174 

U.S. DEPARTMENT OF EDUCATION 

Descriptive Summary of 2003–04 

Beginning Postsecondary 

Students: Three Years Later 

JULY 2008 

Lutz Berkner 

Susan Choy 

MPR Associates, Inc. 

Tracy Hunt-White 

Project Officer 

National Center for Education Statistics 
 

U.S. Department of Education

Margaret Spellings 

Secretary

Institute of Education Sciences 

Grover J. Whitehurst 

Director

National Center for Education Statistics 

Mark Schneider 

Commissioner

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Suggested Citation 

Berkner, L., and Choy, S. (2008). Descriptive Summary of 2003–04 Beginning Postsecondary Students: Three Years Later (NCES 2008-174). 

National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. 

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Content Contact 

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aurora.d’amico@ed.gov
iii 

Executive Summary

In the 2003–04 academic year, approximately 4 

million students enrolled in postsecondary 

education institutions for the first time. A sample 

of these students were selected to be interviewed 

during or just after their first year in 2004 and 

interviewed again in 2006 as part of the Beginning 

Postsecondary Students Longitudinal Study 

(BPS:04/06). This report describes the background 

and characteristics of these beginning 

postsecondary students, some of their experiences 

while enrolled, and their persistence and 

completion of any programs of study in the 3 

years after they had first enrolled. 

Data and Methods 

The 2004/06 Beginning Postsecondary 

Students Longitudinal Study (BPS:04/06) 

collected information from a sample of about 

19,000 undergraduates who enrolled in about 

1,300 postsecondary institutions for the first time 

between July 1, 2003, and June 30, 2004. These 

students were interviewed in 2004 as part of the 

National Postsecondary Student Aid Study 

(NPSAS:04) and were then interviewed again in 

2006. The BPS:04/06 study includes first-year 

data about the students that were collected in 

NPSAS:04, as well as data collected in 2006 about 

their experiences after the first year of enrollment. 

The BPS:04/06 sample represents those first-time 

undergraduates enrolled in postsecondary 

institutions in the United States and Puerto Rico 

that participate in the federal Title IV student aid 

programs. Additional information about the 

sample design is available in appendix B of this 

report. 

The estimates presented in this report were 

produced using the BPS:04/06 Data Analysis 

System (DAS). The analysis uses standard t tests 

to determine the statistical significance of 

differences between estimates. All differences 

noted are statistically significant at the p < .05 

level. For more information on statistical methods, 

see appendix B. The findings presented here are 

descriptive. Although associations are noted and 

discussed, no causal inferences should be made. 

Types of Institutions Attended 

About one-half (48 percent) of the first-time 

students in 2003–04 began at a 2-year institution, 

44 percent began at a 4-year institution, and 8 

percent began at a less-than-2-year institution 

(figure A). Seventy percent of the students started 

at public institutions, 15 percent started at private 

not-for-profit institutions, and 15 percent started at 

private for-profit institutions. 

When looking within levels of institutions, 89 

percent of the beginners at 2-year institutions were 

first enrolled in public 2-year institutions (usually 

called “community colleges”), and 82 percent of 

the beginners at less-than-2-year institutions were 

first enrolled in private for-profit institutions 

(figure B). At the 4-year institutions, 61 percent of 

the beginners were first enrolled in public 4-year 

institutions, 32 percent in private not-for-profit 
Executive Summary 

iv 

Figure B.—Percentage distribution of beginning postsecondary students, by control of the first institution 

Figure B.—attended, within institution level: 2003–04

NOTE: Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).

Private

for-profit

32

61

Less-than-2-year institutions 

Private

for-profit 82

15

2-year institutions 

Private

for-profit

89

9

Private notfor-profit

2

Public

Public

Public

8

4-year institutions

Private notfor-profit

Private notfor-profit

3

Figure A.—Percentage distribution of beginning postsecondary students, by level and control of the first 

Figure A.—institution attended: 2003–04

NOTE: Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).

Public

Control of first institution

4-year 2-year

8

48

Level of first institution

70

15

15

Less-than-2-year

44

Private

for-profit

Private notfor-profit
 Executive Summary 

v 

institutions, and 8 percent in private for-profit 

institutions. 

Degree Plans 

In 2004, during or just after their first year of 

enrollment, beginning postsecondary students 

were asked about their degree plans. Forty percent 

said that they were working on a bachelor’s 

degree, 36 percent on an associate’s degree, and 

13 percent on a certificate in a vocational 

program; 10 percent said that they were not 

working on any particular degree (table A). At the 

less-than-2-year institutions, 89 percent of the 

beginners planned to get a certificate. At the 2-

year institutions, 64 percent of the beginners 

planned to get an associate’s degree, and about 10 

percent each planned to get either a certificate or a 

bachelor’s degree (by transferring to a 4-year 

institution). At public and private not-for-profit 4-

year institutions, 84 percent of the beginners were 

planning to complete a bachelor’s degree, but at 

the private for-profit 4-year institutions, 57 

percent were working on an associate’s degree and 

39 percent were working on a bachelor’s degree. 

Student Characteristics 

The background characteristics of the 

beginning postsecondary students varied with the 

level of the first institution they attended. About 

two-thirds (66 percent) of the 2003–04 beginning 

students were 19 years or younger when they 

started (table B). Among those who started at 4-

year institutions, 85 percent were in this age 

group, as were about one-half (54 percent) at the 

2-year institutions and about one-third (32 

percent) at the less-than-2-year institutions.

Table A.—Percentage distribution of beginning postsecondary students’ first-year degree plans, by level of 

Table A.—first institution and control of first 4-year institution attended: 2003–04

Level and control of first institution None Certificate Associate’s degree Bachelor’s degree

 Total 10.4 13.2 36.3 40.0

Level of first institution

4-year 5.6 1.9 11.6 80.9

2-year 16.2 10.4 63.6 9.8

Less-than-2-year 1.6 89.2 8.0 1.3

Control of first 4-year institution

Public 4-year 6.8 1.7 7.0 84.4

Private not-for-profit 4-year 4.6 1.9 9.2 84.4

Private for-profit 4-year 0.6 3.0 57.2 39.2

NOTE: Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).
Executive Summary 

vi 

For financial aid purposes, students are 

classified as “dependent” on their parents for 

financial support, or financially “independent.” 

Students under age 24 are assumed to be 

dependent, unless they are married or have 

dependents of their own (usually children) or meet 

some other less common criteria; all students age 

24 or older are assumed to be financially 

independent. Seventy-one percent of all beginning 

students were dependent (table C). The percentage 

of beginning students who were dependent ranged 

from 89 percent at 4-year institutions, to 61 

percent at 2-year institutions, to 36 percent at lessthan-2-year institutions. 

One-fourth of the dependent beginning 

students came from families with annual incomes 

below $32,000 (table D). The percentage of 

dependent beginning students with family incomes 

below $32,000 was 20 percent at 4-year 

institutions, 28 percent at 2-year institutions, and 

65 percent at less-than-2-year institutions. 

Table C.—Percentage distribution of beginning postsecondary students’ dependency and marital status in 

Table C.—the first year enrolled, by level of first institution attended: 2003–04

Single, no children Single, no children Single parent Married

Level of first institution (dependent) (independent) (independent) (independent)

 Total 70.9 7.1 10.5 11.5

Level of first institution

4-year 88.6 3.5 4.2 3.7

2-year 60.9 9.4 12.8 16.8

Less-than-2-year 36.1 12.2 30.5 21.2

NOTE: Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).

Table B.—Percentage distribution of beginning postsecondary students’ age in the first year enrolled, by 

Table B.—level of first institution attended: 2003–04

18 years 30 years

Level of first institution or younger 19 years 20–23 years 24–29 years or older

 Total 42.6 23.4 12.8 7.9 13.3

Level of first institution

4-year 58.0 27.4 6.5 3.5 4.5

2-year 32.9 21.4 17.0 9.8 18.9

Less-than-2-year 18.0 13.9 22.0 19.4 26.6

NOTE: Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).
 Executive Summary 

vii 

Academic Preparation 

Because the information about high school 

academic preparation in BPS:04/06 is incomplete 

for older students who have been out of high 

school for more than 5 years, it is only reported 

for beginners who were under age 24 when they 

began postsecondary education in 2003–04 (about 

80 percent of all beginners) (table 1.7). 

Among the students under age 24 who began at 

4-year institutions, about one-half (47 percent) 

reported a high school grade point average (GPA) 

of 3.5 or higher, compared with 17 percent of the 

beginners at 2-year institutions (table E). One 

measure of the rigor of the courses taken in high 

school is the highest level of mathematics taken. 

Among students under age 24 who started at 4-

year institutions, about one-fourth (27 percent) 

reported taking calculus in high school; 6 percent 

reported taking only courses below algebra II. 

Among beginners under age 24 starting at 2-year 

institutions, 5 percent reported taking calculus and 

one-fourth (25 percent) reported taking only 

courses below algebra II (table F). 

Table E.—For beginning postsecondary students under age 24, percentage distribution of their high school 

Table E.—grade point average (GPA), by level of first institution attended: 2003–04

Level of first institution Below 3.0 3.0–3.4 3.5–4.0

 Total 31.7 35.7 32.6

Level of first institution

4-year 17.7 35.1 47.2

2-year 46.2 36.8 17.0

Less-than-2-year 57.2 32.6 10.2

NOTE: Grades are self-reported and only include students with a regular high school diploma. Estimates include postsecondary 

students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).

Table D.—Percentage distribution of dependent beginning postsecondary students’ annual family income, by 

Table D.—level of first institution attended: 2003–04

Level of first institution Less than $32,000 $32,000–59,999 $60,000–91,999 $92,000 or more

 Total 25.1 26.7 24.9 23.3

Level of first institution

4-year 19.7 24.5 26.1 29.7

2-year 28.2 29.9 25.3 16.6

Less-than-2-year 64.7 24.6 6.4 4.3

NOTE: Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).
Executive Summary 

viii 

About 90 percent of beginners had regular high 

school diplomas, but the percentage who did not 

varied by institution type (compendium table 2.1). 

Four percent of students who began at 4-year 

institutions, 13 percent who began at 2-year 

institutions, and 25 percent who began at lessthan-2-year institutions did so without a regular 

high school diploma. 

Among beginning students under age 24, about 

one-fifth reported that they had earned Advanced 

Placement Test college credits which were 

accepted by their institution (19 percent) or that 

they had earned college credits for courses taken 

at a college while in high school (21 percent) 

(table 10).

Retention and Attainment at the 

First Institution Attended 

The 3-year period covered in this report is too 

brief to determine whether students who had not 

attained a certificate or degree and were no longer 

enrolled anywhere in June 2006 had permanently 

left postsecondary education. Some beginning 

students may “stop out” by leaving an institution 

for a semester or more, and then return to that or a 

different institution later. Students who have 

“stopped out” can only be identified as such after 

they have returned, which may be after the 3-year 

period of this study. When the term “left” is used 

in this report, it only refers to the enrollment 

status of the student at the end of the 3-year 

period, and includes some “stop-outs” who cannot 

be identified until later. 

Institutions usually measure student retention 

as the percentage of beginners still enrolled in the 

fall term of each year after they first started. The 

figures below for 3-year retention at the first 

institution show the percentage of the 2003–04 

beginners who were not enrolled at any time in 

2005–06 and also those who were enrolled only in 

the fall of 2005. 

Less-than-2-year institutions offer certificates 

in vocational fields that can be completed in less 

than 2 years of full-time enrollment. About onehalf (52 percent) of the students beginning at a 

less-than-2-year institution in 2003–04 had 

attained a certificate by 2006 at the same 

institution where they had started (figure C). Five 

percent of the beginners at less-than-2-year 

institutions were still enrolled at the same 

institution without completing a certificate in June 

2006; 3 percent were last enrolled there in the fall 

of 2005; and 35 percent left the institution without 

completing a certificate and were not enrolled 

Table F.—For beginning postsecondary students under age 24, percentage distribution of the highest level of 

Table F.—mathematics courses taken in high school, by level of first institution attended: 2003–04

Level of first institution Below Algebra II Algebra II Trigonometry Pre-calculus Calculus

 Total 15.7 30.4 17.6 19.9 16.3

Level of first institution

4-year 6.3 20.2 19.4 27.0 27.1

2-year 24.9 40.2 16.0 13.4 5.5

Less-than-2-year 29.5 46.7 14.2 6.8 2.8

NOTE: Courses are self-reported. Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of 

rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).
Executive Summary 

ix 

anywhere in 2005–06. Five percent had 

transferred to a different institution without a 

certificate. 

Two-year institutions offer associate’s degree 

programs, which can normally be completed in 

2 years of full-time enrollment, and may also 

offer certificates in vocational programs. 

Sixteen percent of the 2003–04 beginning 

students at 2-year institutions had attained a 

certificate (6 percent) or associate’s degree (10 

percent) within 3 years at the institution where 

they had first enrolled (table 5.1). Twenty-four 

percent of the beginners were still enrolled at 

the same institution without completing a degree 

in June 2006; 7 percent were last enrolled there 

in the fall of 2005; and 35 percent had left the 

institution before completing a degree and were 

not enrolled anywhere during the 2005–06 

academic year. Eighteen percent had left the 

institution without a degree and transferred 

elsewhere during the 3-year period. 

Four-year institutions offer bachelor’s 

degrees, which can usually be completed in 4 

years of full-time enrollment, but may also offer 

associate’s degree and certificate programs. 

Two percent of the beginners at 4-year 

institutions completed a bachelor’s degree in 3 

years and 4 percent completed an associate’s 

degree or a certificate at the institution where 

they had started (table 5.1). Sixty percent were 

still enrolled at the same institution without a 

degree in June 2006; 4 percent were last 

enrolled in the fall of 2005; and 13 percent had 

left the institution and were not enrolled 

Figure C.—Retention and attainment at the first institution attended after 3 years among students who 

Figure C.—began in 2003–04, by level of first institution attended

Figure 2-B.—

NOTE: The term “degree” includes certificates in vocational programs. Estimates include postsecondary students in Puerto Rico. 

Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).

Level of first institution attended in 2003–04

52

16

35 35

13

24

60

0

20

40

60

80

100

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

Percent

No degree, not enrolled

in June 2006, last enrolled

prior to 2005–06

No degree, not enrolled

in June 2006, last

enrolled in fall 2005

No degree,

transferred from

first institution

No degree, still enrolled

at first institution

in June 2006

Attained degree or

certificate at first

institution by June 2006

Status in 2005–06:

5

5

3 7

4

18

18

6

35 35

13
Executive Summary 

x 

anywhere during the 2005–06 academic year. 

Eighteen percent had left the 4-year institution 

where they had started and transferred to a 

different institution before completing any 

program. 

Persistence and Attainment 

Anywhere 

In this report, the term retention is used to 

refer to the experience of the beginning 

postsecondary students after 3 years at the 

institution where they first enrolled. From the 

perspective of the institution where they started, 

students are retained if they are still enrolled at 

that institution or have attained a degree or 

certificate there. The figures below compare the 

3-year retention at the first institution, which 

includes students last enrolled in the fall of 

2005, to the 3-year persistence of the same 

students anywhere in the spring of 2006. The 

students enrolled only in the fall term at the first 

institution are included among those not 

enrolled anywhere in June 2006. 

Among students beginning at a 2-year 

institution, 35 percent left the institution without 

completing a program before the 2005–06 

academic year and did not enroll anywhere else; 

7 percent were last enrolled in the fall of 2005; 

and 18 percent transferred elsewhere without a 

degree (figure D). 

Figure D.—Retention at the first institution attended and persistence anywhere after 3 years among 

Figure D.—students who began at 2-year institutions in 2003–04

NOTE: The term “degree” includes certificates. Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals 

because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).

35

45

18 16

37

24

0

20

40

60

80

100

Retention at the first 

institution after 3 years

Student persistence at any 

institution after 3 years 

Percent

No degree, not

enrolled anywhere

in June 2006

No degree, not enrolled in

June 2006, last enrolled

prior to 2005–06

No degree, not enrolled

in June 2006, last

enrolled in fall 2005

No degree,

transferred from

first institution

No degree,

still enrolled

in June 2006

Attained

degree or

certificate

(3)

(13)

(2)

Status in 2005–06:

Transfers

18

7

(7)

(35)

45

35
Executive Summary 

xi 

By June 2006, 45 percent of the students who 

started at a 2-year institution had not attained 

any degree and were not enrolled anywhere; this 

proportion includes the students who transferred 

and then left the second institution, as well as 

those last enrolled in the fall of 2005. Eighteen 

percent had attained a degree or certificate, and 

37 percent were still enrolled without a degree, 

either at the first institution or at the transfer 

institution. 

Among students beginning at a 4-year 

institution, 13 percent left the institution without 

completing a program and were not enrolled 

anywhere in 2005–06; 4 percent were last 

enrolled in the fall of 2005; and 18 percent had 

transferred elsewhere without a degree (figure 

E). By June 2006, some 19 percent of the 

students who started at a 4-year institution in 

2003–04 had not attained any degree and were 

not enrolled anywhere; this proportion includes 

the students who transferred and then left the 

second institution without a degree as well as 

those last enrolled in the fall of 2005. Seven 

percent had attained a degree or certificate, and 

74 percent were still enrolled without a degree, 

either at the first institution or at the transfer 

institution.

Figure E.—Retention at the first institution attended and persistence anywhere after 3 years among 

Figure E.—students who began at 4-year institutions in 2003–04

NOTE: The term “degree” includes certificates. Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals 

because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).

60

74

13

19

4

0

20

40

60

80

100

Retention at the first 

institution after 3 years

Student persistence at any 

institution after 3 years 

Percent

No degree, not

enrolled anywhere

in June 2006

No degree, not enrolled

in June 2006, last enrolled

prior to 2005–06

No degree, not enrolled

in June 2006, last

enrolled in fall 2005

No degree,

transferred from

first institution

No degree,

still enrolled

in June 2006

Attained

degree or

certificate

(3)

(13)

(1)

Status in 2005–06:

Transfers

18

6 7

(4)

(13)

19

13
Executive Summary 

xii 

Some student characteristics associated with 

persistence and attainment include program 

type, enrollment intensity, dependency status, 

and employment while enrolled. In 2005–06, 

students in certificate programs had higher rates 

of completion than those in associate’s degree 

programs; students who were enrolled full time 

completed degrees at higher rates than those 

enrolled part time; and independent students had 

higher completion rates than dependent 

students, although larger percentages of 

dependent than independent students were still 

enrolled. Students who worked full time left 

postsecondary education without completion at 

higher rates and remained enrolled at lower 

rates than those who did not work or worked 

part time. 

Summary 

Most of the first-time students who began at 

4-year institutions in 2003–04 were young (85 

percent were age 19 or younger) and financially 

dependent on their parents. Among those under 

age 24, nearly all (94 percent) had taken algebra 

II or higher mathematics courses in high school, 

and about one-fourth had taken calculus. About 

one-half had a high school GPA of 3.5 or 

higher. Eighteen percent of students who began 

at 4-year institutions in 2003–04 transferred 

from the institution where they started. After 3 

years, 81 percent were either still enrolled in 

postsecondary education or had attained a 

degree or certificate. 

About one-half (46 percent) of the students 

beginning at 2-year institutions in 2003–04 were 

age 20 or older when they started, and 39 

percent were financially independent. Among 

those under age 24, one-fourth had not taken 

algebra II or higher high school mathematics, 

and about one-half had a high school GPA 

below 3.0. Eighteen percent transferred from the 

2-year institution where they had started without 

a degree. After 3 years, 55 percent had either 

attained a certificate or degree (18 percent) or 

were still enrolled without a degree at some 

postsecondary institution (37 percent). 

About two-thirds (68 percent) of the students 

beginning at less-than-2-year institutions in 

2003–04 were age 20 or older when they started, 

and about two-thirds (64 percent) were 

financially independent. Among those under age 

24, about one-half had a high school GPA below 

3.0. Within 3 years, about one-half (52 percent) 

of the students starting at a less-than-2-year 

institution had completed a certificate program 

from that institution. 
xiii 

Foreword 

This report provides a description of the student characteristics, persistence, and degree 

attainment of a nationally representative sample of students who began postsecondary education 

for the first time during the 2003–04 academic year. The report describes the background, 

academic preparation, and experience of these beginning students over 3 academic years, from 

July 2003 to June 2006, and provides information about rates of program completion, transfer, 

and attrition for students who first enrolled at various types of postsecondary institutions using 

data from the 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06). The 

BPS survey is the longitudinal component of the 2003–04 National Postsecondary Student Aid 

Study (NPSAS:04), a nationally representative sample that includes students enrolled in all types 

of postsecondary institutions. The BPS:04/06 cohort consists of students in the NPSAS:04 

sample who were identified as having enrolled in postsecondary education for the first time 

during the 2003–04 academic year. These beginning students were initially interviewed in 2004, 

at the end of their first year in postsecondary education, and then interviewed again in 2006, 

some 3 years after they had started. 

The estimates presented in the report were produced using the NCES Data Analysis System 

(DAS), a web-based software application that enables users to specify and generate tables for 

most of the postsecondary surveys conducted by NCES. The DAS produces the design-adjusted 

standard errors necessary for testing the statistical significance of differences in the estimates. 

The DAS for BPS:04/06 is available on the NCES website (http://nces.ed.gov/das). For more 

information on the DAS, see appendix B of this report. 
xiv 

Acknowledgments 

The 2004/06 Beginning Postsecondary Students Longitudinal Study was conducted by RTI 

International and MPR Associates for the National Center of Education Statistics (NCES). 

Jennifer Wine of RTI was responsible for the overall direction and management of the project. 

Others at RTI who made major contributions were Jeff Franklin for student interviews, Joe 

Simpson for data processing, Melissa Cominole for instrument development, Theresa Gilligan, 

Donna Anderson, and Kristin Dudley for the data files, Sara Wheeless for weights, and Darryl 

Creel for imputations. Sara Wheeless, Marcinda Mason, and Lesa Caves prepared the 

methodological appendix for this report. 

At MPR, Shirley He, Stephen Lew, and Joanna Wu wrote the programs for the derived 

variables and prepared the documentation for the Data Analysis System files. Vicky Dingler, 

Terry Lew, and John Vavricka created the Data Analysis System files. Barbara Kridl was 

responsible for the production of the report; Alicia Broadway formatted the tables and the text of 

the report; Rosa Van prepared the glossary; and Andrea Livingston and Emily Forrest Cataldi 

edited the text. 

The report was also reviewed by Jacqueline King (American Council on Education), 

Catherine Millett (Educational Testing Service), and Tammy Halligan (Career College 

Association) who provided many useful comments and suggestions for revisions. 
 

xv 

Contents 

Page 

Executive Summary ................................................................................................................... iii

Foreword..................................................................................................................................... xiii 

Acknowledgments...................................................................................................................... xiv 

List of Tables..............................................................................................................................xvii 

List of Figures.............................................................................................................................xxv

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

Data and Methods .................................................................................................................. 1 

Related Studies....................................................................................................................... 2 

Organization of the Report..................................................................................................... 3 

Profile of Beginning Postsecondary Students in 2003–04 ...................................................... 5

Type of First Institutions Attended ........................................................................................ 5 

Degree Plans and Enrollment Intensity.................................................................................. 7 

Student Characteristics........................................................................................................... 8 

Academic Preparation............................................................................................................ 10 

Persistence and Attainment After Three Years ...................................................................... 15 

Retention and Attainment at the First Institution Attended ................................................... 15 

Student Persistence and Attainment Anywhere ..................................................................... 17 

Persistence, Attainment, and Student Profiles ....................................................................... 20 

Summary..................................................................................................................................... 25

References................................................................................................................................... 27 

Table Compendium .................................................................................................................. 29 

Section 1: Student Characteristics ......................................................................................... 31 

Section 2: Academic Preparation and Performance............................................................... 61 

Section 3: Student Experiences.............................................................................................. 75

Section 4: Student Persistence and Attainment Anywhere.................................................... 93 

Section 5: Student Retention and Attainment at the First Institution Attended.....................103 

Section 6: Student Attainment and Dates of Last Enrollment ...............................................111 

Section 7: Reasons for Leaving in the First Year or Transferring .........................................119 
Contents 

xvi 

Page 

Section 8: Community Service ..............................................................................................127 

Section 9: Job Characteristics and Salaries in 2006...............................................................139 

Section 10: Prices and Financial Aid Received in the First Year ..........................................145 

Appendix A—Glossary..............................................................................................................A-1 

Appendix B—Technical Notes and Methodology................................................................... B-1 
 

xvii 

List of Tables 

Table Page 

Executive Summary 

A Percentage distribution of beginning postsecondary students’ first-year degree plans, 

by level of first institution and control of first 4-year institution attended: 2003–04 ...... v 

B Percentage distribution of beginning postsecondary students’ age in the first year 

enrolled, by level of first institution attended: 2003–04 .................................................. vi 

C Percentage distribution of beginning postsecondary students’ dependency and marital 

status in the first year enrolled, by level of first institution attended: 2003–04............... vi 

D Percentage distribution of dependent beginning postsecondary students’ annual family 

income, by level of first institution attended: 2003–04 ................................................... vii 

E For beginning postsecondary students under age 24, percentage distribution of their 

high school grade point average (GPA), by level of first institution attended: 2003–04. vii 

F For beginning postsecondary students under age 24, percentage distribution of the 

highest level of mathematics courses taken in high school, by level of first institution 

attended: 2003–04............................................................................................................ viii 

Text 

1 Percentage distribution of beginning postsecondary students’ first-year degree plans, 

by level of first institution and control of first 4-year institution attended: 2003–04 ...... 7 

2 Percentage distribution of beginning postsecondary students’ attendance intensity 

while enrolled through June 2006, by level of first institution attended and control of 

first 2-year institution: 2003–04 ...................................................................................... 8 

3 Percentage distribution of beginning postsecondary students’ age in the first year 

enrolled, by level of first institution attended: 2003–04 .................................................. 8 

4 Percentage distribution of beginning postsecondary students’ dependency and marital 

status in the first year enrolled, by level of first institution attended: 2003–04............... 9 

5 Percentage distribution of beginning postsecondary students’ parents’ highest level of 

education, by level of first institution attended: 2003–04................................................ 10 
List of Tables 

xviii 

Table Page 

6 Percentage distribution of dependent beginning postsecondary students’ annual family 

income, by level of first institution attended: 2003–04 ................................................... 10 

7 For beginning students under age 24, the percentage who took the college admissions 

tests (SAT/ACT), and among those who did, the percentage distribution of their test 

scores, by level of first institution attended: 2003–04 ..................................................... 11 

8 For beginning postsecondary students under age 24, percentage distribution of their 

high school grade point average (GPA), by level of first institution attended: 

2003–04............................................................................................................................ 12 

9 For beginning postsecondary students under age 24, percentage distribution of the 

highest level of mathematics courses taken in high school, by level of first institution 

attended: 2003–04............................................................................................................ 12 

10 For beginning postsecondary students under age 24, percentage who reported earning 

college credits while in high school, by level of first institution attended: 2003–04....... 13 

11 Percentage of 2003–04 beginning postsecondary students who attained a degree and 

percentage distribution of their persistence and attainment status anywhere through 

June 2006, by student characteristics............................................................................... 21 

12 Among 2003–04 beginning postsecondary students who started at 4-year institutions, 

percentage who attained a degree and percentage distribution of their persistence and 

attainment status anywhere through June 2006, by student characteristics ..................... 23 

Table Compendium 

Section 1: Student Characteristics 

1.1 Percentage distribution of beginning postsecondary students’ first institution level, by 

student and institutional characteristics: 2003–04 .......................................................... 36 

1.2 Percentage distribution of beginning postsecondary students’ first institution control, 

by student and institutional characteristics: 2003–04 ...................................................... 38 

1.3 Percentage distribution of beginning postsecondary students’ degree plans at their first 

institution, by student and institutional characteristics: 2003–04 ................................... 40 

1.4 Percentage distribution of 2003–04 beginning postsecondary students’ enrollment 

intensity through 2006, by student and institutional characteristics ............................... 42 
List of Tables 

xix 

Table Page 

1.5 Percentage distribution of the degree plans of beginning postsecondary students who 

were recent (2003) high school graduates, by fall 2003 enrollment intensity and 

student and institutional characteristics: 2003–04 ........................................................... 44 

1.6 Percentage distribution of beginning postsecondary students’ gender and the 

percentage reporting a disability, by student and institutional characteristics: 

2003–04............................................................................................................................ 46 

1.7 Percentage distribution of beginning postsecondary students’ age, by student and 

institutional characteristics: 2003–04 .............................................................................. 48 

1.8 Percentage distribution of beginning postsecondary students’ race/ethnicity, by 

student and institutional characteristics: 2003–04 ........................................................... 50 

1.9 Percentage distribution of beginning postsecondary students’ dependency and marital 

status, by student and institutional characteristics: 2003–04 ........................................... 52 

1.10 Percentage distribution of beginning postsecondary students’ parents’ highest 

education level, by student and institutional characteristics: 2003–04............................ 54 

1.11 Percentage distribution of dependent beginning postsecondary students’ family 

income, by student and institutional characteristics: 2003–04 ........................................ 56 

1.12 Percentage distribution of beginning postsecondary students’ attendance pattern in 

their first year, by student and institutional characteristics: 2003–04.............................. 58 

Section 2: Academic Preparation and Performance 

2.1 Percentage distribution of beginning postsecondary students’ high school diploma 

status, by type of high school and student and institutional characteristics: 2003–04..... 64 

2.2 For beginning postsecondary students under age 24, percentage distribution of their 

high school grade point average (GPA), by student and institutional characteristics: 

2003–04............................................................................................................................ 66 

2.3 For beginning postsecondary students under age 24, percentage distribution of the 

highest level of high school mathematics taken, by student and institutional 

characteristics: 2003–04................................................................................................... 68 

2.4 For beginning postsecondary students under age 24, percentage with advanced 

placement and college credits, by student and institutional characteristics: 2003–04..... 70 

2.5 For beginning postsecondary students under age 24, percentage who took college 

admission tests (ACT or SAT) and among those who did, percentage distribution of 

their admission test score rank, by student and institutional characteristics: 2003–04.... 72 
List of Tables 

xx 

Table Page 

Section 3: Student Experiences 

3.1 Among beginning postsecondary students who started at 4-year institutions, 

percentage distribution of the frequency with which they had graduate student 

instructors in their first year, by student and institutional characteristics: 2003–04........ 78 

3.2 Among beginning postsecondary students who started at 4-year institutions, 

percentage distribution of the frequency with which they had essay exams in their first 

year, by student and institutional characteristics: 2003–04.............................................. 79 

3.3 Among beginning postsecondary students who began at 4-year institutions, 

percentage distribution of the frequency with which they had large lecture classes in 

their first year, by student and institutional characteristics: 2003–04.............................. 80 

3.4 Among beginning postsecondary students who began at 4-year institutions, 

percentage distribution of the frequency with which they wrote papers in their first 

year, by student and institutional characteristics: 2003–04.............................................. 81 

3.5 Among beginning postsecondary students who started at 2- or 4-year institutions, 

percentage distribution of the frequency with which they had informal contact with 

faculty in their first year, by student and institutional characteristics: 2003–04.............. 82 

3.6 Among beginning postsecondary students who started at 2- or 4-year institutions, 

percentage distribution of the frequency with which they talked with faculty about 

academic matters outside of class in their first year, by student and institutional 

characteristics: 2003–04................................................................................................... 83 

3.7 Among beginning postsecondary students who started at 2- or 4-year institutions, 

percentage distribution of the frequency with which they met with an advisor in their 

first year, by student and institutional characteristics: 2003–04 ...................................... 84 

3.8 Among beginning postsecondary students who started at 2- or 4-year institutions, 

percentage distribution of the frequency with which they attended fine arts activities 

in their first year, by student and institutional characteristics: 2003–04.......................... 85 

3.9 Among beginning postsecondary students who started at 2- or 4-year institutions, 

percentage distribution of the frequency with which they participated in school clubs 

in their first year, by student and institutional characteristics: 2003–04.......................... 86 

3.10 Among beginning postsecondary students who started at 2- or 4-year institutions, 

percentage distribution of the frequency with which they participated in sports in their 

first year, by student and institutional characteristics: 2003–04 ...................................... 87 
List of Tables 

xxi 

Table Page 

3.11 Among beginning postsecondary students who started at 2- or 4-year institutions, 

percentage distribution of the frequency with which they attended study groups in 

their first year, by student and institutional characteristics: 2003–04.............................. 88 

3.12 Percentage of beginning postsecondary students who reported taking various types of 

courses in their first year, by student and institutional characteristics: 2003–04............. 89 

3.13 Percentage of 2003–04 beginning postsecondary students who reported various 

academic experiences, by student and institutional characteristics: 2006 ....................... 91 

Section 4: Student Persistence and Attainment Anywhere 

4.1 Percentage of 2003–04 beginning postsecondary students who attained a degree and 

percentage distribution of their persistence and attainment status anywhere through 

June 2006, by student and institutional characteristics.................................................... 96 

4.2 Among 2003–04 beginning postsecondary students who started at public 2-year 

institutions, percentage who attained a degree and percentage distribution of their 

persistence and attainment status anywhere through June 2006, by student and 

institutional characteristics............................................................................................... 98 

4.3 Among 2003–04 beginning postsecondary students who started at 4-year institutions, 

percentage who attained a degree and percentage distribution of their persistence and 

attainment status anywhere through June 2006, by student and institutional 

characteristics...................................................................................................................100 

Section 5: Student Persistence and Attainment at Their First Institution 

5.1 Percentage distribution of 2003–04 beginning postsecondary students by degree 

attainment and retention status at their first institution through June 2006, by student 

and institutional characteristics........................................................................................105 

5.2 Among 2003–04 beginning postsecondary students who started at public 2-year 

institutions, percentage distribution by attainment and retention status at their first 

institution through June 2006, by student and institutional characteristics .....................107 

5.3 Among 2003–04 beginning postsecondary students who started at 4-year institutions, 

percentage distribution by attainment and retention status at their first institution 

through June 2006, by student and institutional characteristics.......................................109 
List of Tables 

xxii 

Table Page 

Section 6: Student Attainment and Dates of Last Enrollment 

6.1 Percentage of 2003–04 beginning postsecondary students who attained a degree by 

June 2006 and, for students who did not attain, last year enrolled, by student and 

institutional characteristics...............................................................................................113 

6.2 Among 2003–04 beginning postsecondary students who started at public 2-year 

institutions, percentage who attained a degree by June 2006 and, for students who did 

not attain, last year enrolled, by student and institutional characteristics........................115 

6.3 Among 2003–04 beginning postsecondary students who started at 4-year institutions, 

percentage who attained a degree by June 2006 and, for students who did not attain, 

last year enrolled, by student and institutional characteristics.........................................117 

Section 7: Reasons for Leaving in the First Year or Transferring 

7.1 Percentage of 2003–04 beginning postsecondary students who reported various 

reasons for leaving in 2004 without completing, by student and institutional 

characteristics ..................................................................................................................121 

7.2 Percentage of 2003–04 beginning postsecondary students who reported various 

reasons for transferring from their first institution, by student and institutional 

characteristics: 2006.........................................................................................................124 

Section 8: Community Service 

8.1 Percentage of beginning postsecondary students who reported that they had 

participated in community service in the last year, and among those who had, amount 

and type of service, by student and institutional characteristics: 2003–04 ......................128 

8.2 Percentage of 2003–04 beginning postsecondary students who reported that they had 

participated in community service in the last year, and among those who had, amount 

and of type of service, by student and institutional characteristics: 2006........................132 

8.3 Among 2003–04 beginning postsecondary students who had participated in 

community service in the last year, percentage who reported various benefits and 

effects of their community service, by student and institutional characteristics: 2006....136 

Section 9: Job Characteristics and Salaries in 2006 

9.1 Among 2003–04 beginning postsecondary students who were employed and not 

enrolled in 2006, percentage who reported various characteristics of their jobs, by 

student and institutional characteristics ...........................................................................140 
List of Tables 

xxiii 

Table Page 

9.2 Median annual salaries of 2003–04 beginning postsecondary students who were 

employed and not enrolled in 2006, by student and institutional characteristics.............142 

Section 10: Prices and Financial Aid Received in the First Year 

10.1 Among beginning postsecondary students, average tuition, average price of 

attendance, and percentage who received any financial aid, any grants, or any student 

loans and the average amounts received, by type of institution and selected student 

characteristics: 2003–04...................................................................................................147 

10.2 Percentage of beginning postsecondary students who received Federal Pell, state, 

institutional, or merit-only grants and the average amounts received, by type of 

institution and selected student characteristics: 2003–04 ................................................149 

10.3 Among full-time/full-year beginning postsecondary students, average tuition, price of 

attendance, and percentage who received any financial aid, grants, and loans and the 

average amounts received, by type of institution and selected student characteristics: 

2003–04............................................................................................................................151 

10.4 Percentage of full-time/full-year beginning postsecondary students who received 

Federal Pell, state, institutional, or merit-only grants and the average amounts 

received, by type of institution and selected student characteristics: 2003–04................153 

Appendix 

B-1 Numbers of NPSAS:04 sampled, eligible, and participating institutions and 

enrollment list participation rates, by type of institution: 2004 ....................................... B-5 

B-2 Numbers of NPSAS:04 sampled and eligible students and response rates, by type of 

institution and student type: 2004 .................................................................................... B-7 

B-3 Distribution of BPS:04/06 full-scale sample, by base-year response status: 2004 ........ B-10 

B-4 BPS:04/06 sample allocation for NPSAS:04 student interview: 2004 .......................... B-11 

B-5 Allocation of ineligible and final eligible BPS:04/06 sample members by interview 

status: 2006 .................................................................................................................... B-12 

B-6 Summary of BPS:04/06 weight components: 2006 ....................................................... B-16 

B-7 Summary of institution nonresponse bias analysis for all institutions, by type of 

institution: 2006 ............................................................................................................ B-19 

B-8 Comparison of BPS:04/06 respondents and nonrespondents, by characteristics: 

2006................................................................................................................................ B-22 
List of Tables 

xxiv 

Table Page 

B-9 Summary of student nonresponse bias for all students, by type of institution: 2006..... B-24 

B-10 Item-level nonresponse for variables included in the Descriptive Report with greater 

than 15 percent item nonresponse: 2006........................................................................ B-25 

B-11 Standard errors for 1.3: Percentage distribution of beginning postsecondary students’ 

degree plans at their first institution, by student and institutional characteristics: 

2003–04.......................................................................................................................... B-27
 

xxv 

List of Figures 

Figures Page 

Executive Summary 

A Percentage distribution of beginning postsecondary students, by level and control of 

the first institution attended: 2003–04 ............................................................................. iv 

B Percentage distribution of beginning postsecondary students, by control of the first 

institution attended, within institution level: 2003–04 .................................................... iv 

C Retention and attainment at the first institution attended after 3 years among students 

who began in 2003–04, by level of first institution attended........................................... ix 

D Retention at the first institution attended and persistence anywhere after 3 years 

among students who began at 2-year institutions in 2003–04 ......................................... x 

E Retention at the first institution attended and persistence anywhere after 3 years 

among students who began at 4-year institutions in 2003–04 ......................................... xi 

Text 

1 Percentage distribution of beginning postsecondary students, by level and control of 

the first institution attended: 2003–04 ............................................................................. 5 

2 Percentage distribution of beginning postsecondary students, by control of the first 

institution attended, within institution level: 2003–04 .................................................... 6 

3 Retention and attainment at the first institution attended after 3 years among students 

who began in 2003–04, by level of first institution attended........................................... 16 

4 Retention at the first institution attended and persistence anywhere after 3 years 

among students who began at 4-year institutions in 2003–04 ......................................... 18 

5 Retention at the first institution attended and persistence anywhere after 3 years 

among students who began at 2-year institutions in 2003–04 ......................................... 19 

6 Retention at the first institution attended and persistence anywhere after 3 years 

among students who began at less-than-2-year institutions in 2003–04.......................... 20
THIS PAGE INTENTIONALLY LEFT BLANK 
1 

Introduction 

Approximately 4 million undergraduates started postsecondary education for the first time 

during the 2003–04 academic year, enrolling in a wide variety of institutions, including 4-year 

colleges and universities, public 2-year community colleges, and private for-profit institutions. A 

sample of these first-time beginning students was surveyed in 2004, at the end of their first year 

in postsecondary education, and then surveyed again in 2006, some 3 years after they had started. 

This report describes the background and characteristics of these first-time beginners at various 

types of institutions, some of their experiences while enrolled, and their persistence and 

completion of any programs of study in the 3 years after they had first enrolled. 

Data and Methods 

The data in this report are from the 2004/06 Beginning Postsecondary Students 

Longitudinal Study (BPS:04/06), the latest in a series of BPS studies covering the years 1990–94 

(BPS:90/94) and 1996–2001 (BPS:96/01). The students in the BPS:04/06 study will be contacted 

again and interviewed in 2009. The descriptive reports and public access datasets for all of these 

studies are available from the NCES website (http://nces.ed.gov/das). 

The BPS:04/06 study includes the results of the 2004 survey, administered during the 

students’ first year of enrollment, as well as the results of the first follow-up survey of 2006. The 

2004 survey was administered as part of the 2003–04 National Postsecondary Student Aid Study 

(NPSAS:04). NPSAS:04 is a nationally representative sample of about 90,000 undergraduate, 

graduate, and first-professional students in about 1,600 postsecondary institutions in the 50 

states, the District of Columbia, and Puerto Rico1 that are eligible to participate in the federal 

Title IV student aid programs. Approximately 19,000 respondents were identified as first-time 

beginners in the NPSAS:04 survey and became the sample for the BPS:04/06 longitudinal study. 

The NPSAS:04 study sample represents the approximately 19 million undergraduates enrolled in 

2003–04, while the BPS:04/06 study sample represents about 4 million of these undergraduates 

who were first-time beginners that academic year. 

 

1

 Approximately 300 students in the sample (1.2 percent weighted) were enrolled in Puerto Rico. No statistically significant 

differences were detected in the totals of any of the following tables when Puerto Rico was excluded. 
Introduction

2 

The estimates presented in this report were produced using the BPS:04/06 Data Analysis 

System (DAS). A glossary describing the variables in the DAS that were used to produce the 

tables is provided in appendix A. All comparisons made in the Selected Findings were tested 

using Student’s t statistic, and all differences cited were statistically significant at the .05 level. 

Standard errors for estimates in this report are available at 

http://nces.ed.gov/das/library/reports.asp. The findings presented here are entirely descriptive in 

nature. Although associations are noted and discussed, these associations do not support causal 

inferences. 

The information about the BPS students in their first year comes from the NPSAS:04 study, 

which is based on a wide variety of sources such as institutional records, federal financial aid 

applications, federal student loan and Pell grant records, and a student interview. The information 

about the BPS students in 2006 is primarily based on the follow-up student interview, 

supplemented with data from the same federal databases, college admissions test agencies, and 

the National Student Clearinghouse enrollment records. The student interviews in both years 

were a web-based questionnaire that was either self-administered or conducted via telephone 

with a trained interviewer. In 2006 about 15,000 students completed the interview, resulting in a 

weighted response rate of 77 percent. The technical notes in appendix B supply additional 

information about response rates, the methodology of the data collection, file preparation, and 

analysis. 

Related Studies 

The standard works on college student retention are by Tinto (1993) and Astin (1993). 

More recently, Pascarella and Terenzini (2005) have provided a comprehensive review of a 

decade of research on the persistence and attainment of college students. The literature which 

they summarize has shown that higher rates of student persistence and degree attainment are 

associated with the following student characteristics: academic achievement in high school, 

immediate entry into college after high school, full-time and continuous enrollment while in 

college, academic and social engagement with faculty and peers, working part time for less than 

15 hours a week while enrolled, and beginning at a 4-year institution instead of a 2-year 

community college. Lower rates of persistence and attainment are associated with delayed entry 

into college after high school, weak academic preparation, part-time enrollment and interruptions 

in enrollment continuity, low levels of interaction with faculty and little participation in school 

activities, working more than 15 hours a week while enrolled, and beginning at a 2-year 

community college. 
 Introduction 

3 

Pascarella and Terenzini (2005) also review the research on the relationship of parental 

education and family income to student persistence. Student persistence in college is positively 

associated with higher levels of parental education; students whose parents attended college are 

more likely to go to college and to complete a degree. Persistence is also positively associated 

with family income, but financial aid enhances the persistence and degree completion of lowincome students. The recent literature by economists examining the complex relationship of 

persistence to financial aid, family income, parental education, and academic preparation has 

been reviewed by Long (2007). 

The first study in the Beginning Postsecondary Students series followed a cohort of 

students beginning postsecondary education in 1989–90 through their fifth year in 1994 (Berkner, 

Cuccaro-Alamin, and McCormick 1996). The second BPS study was based on a cohort of 

students beginning in 1995–96. The characteristics of these students in their first year were 

described by Kojaku and Nunes (1998) and their 3-year persistence and attainment was described 

by Berkner, Horn, and Clune (2000). These two reports provide information about the 1995–96 

beginning students that is comparable to the information presented in this report about the 2003–

04 beginning students. 

The persistence and degree completion rates of the 1995–96 cohort after 6 years is 

described in Berkner, He and Cataldi (2002). The persistence and attainment rates of the 1989–

90 and the 1995–96 cohorts of beginning students are compared in Horn and Berger (2004). 

Adelman (2006) analyses the BPS data in relation to the college enrollment experience and 

completion rates of a cohort of students who were in the eighth grade in 1988. Choy (2002) 

provides a summary of the results of the NCES studies on students that is written for a general 

audience. 

Organization of the Report 

This report describes some of the findings from the BPS:04/06 survey data that was 

recently released by NCES. The report has two purposes: (1) to present an overview of the 

characteristics of students who began postsecondary education for the first time in 2003–04 and 

their enrollment patterns during the 3 years after they first enrolled, and (2) to provide a reference 

tool for federal and state policymakers, postsecondary associations, college administrators, and 

others looking for detailed information based on national data about first-time students and their 

experience in postsecondary education. 

The report is divided into two parts. The first part is a narrative that presents a profile of the 

demographic characteristics of students who began postsecondary education in 2003–04, their 
Introduction

4 

academic preparation, and their enrollment patterns during the 3 years after they first enrolled. 

The focus of the narrative is to show the differences in the backgrounds and enrollment 

persistence of students who started at either 4-year, 2-year, or less-than-2-year institutions in 

2003–04. The student enrollment and attainment patterns are described both in terms of retention 

at the first institution attended and as persistence anywhere in postsecondary education. 

The second part of the report is a table compendium that provides more detail about the 

topics discussed in the narrative. The compendium also includes tables and summaries of 

findings on a variety of other topics of interest that are covered in the BPS:04/06 survey. These 

topics include faculty contact, distance education and remedial courses, academic performance 

and experiences, reasons for leaving a college, participation in community service, job 

characteristics and salaries of those no longer enrolled, and financial aid received during the first 

year of enrollment. Each section of the compendium includes highlights of some of the important 

findings shown in the tables. 

The variables selected for the rows in the tables describe institutional and student 

characteristics associated with persistence, such as the type of first institution attended, degree 

plans, enrollment intensity, age, gender, race/ethnicity, dependency status, family income, 

parental level of education, recent high school graduation, high school mathematics courses, and 

admissions test scores. 

 
5 

Profile of Beginning Postsecondary Students in 2003–04 

Type of First Institutions Attended 

About one-half (48 percent) of the first-time students began at a 2-year institution, 44 

percent began at a 4-year institution, and 8 percent began at a less-than-2-year institution (figure 

1). Seventy percent of the beginners started at public institutions, 15 percent started at private 

not-for-profit institutions, and 15 percent started at private for-profit institutions. In the 

BPS:96/98 study, which described first-time students in 1995–96, 73 percent began in public 

institutions, 16 percent in private not-for-profit institutions, and 11 percent in private for-profit 

institutions (Berkner, Horn, and Clune 2000, table 6.2b). 

Less-than-2-year institutions offer certificates or other awards below associate’s degrees in 

vocational programs. About 82 percent of the beginners at less-than-2-year institutions were first 

Figure 1.—Percentage distribution of beginning postsecondary students, by level and control of the first 

Figure 1.—institution attended: 2003–04

NOTE: Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).

4-year 44 2-year

8

48

Level of first institution

Public

Control of first institution

70

15

15

Less-than2-year

Private

for-profit

Private notfor-profit
Profile of Beginning Postsecondary Students in 2003–04

6 

enrolled in private for-profit institutions (figure 2). Two-year institutions offer associate’s degree 

as well as certificate programs. About 89 percent of the beginners at 2-year institutions were first 

enrolled in public 2-year institutions, which are usually called community colleges. Four-year 

institutions offer bachelor’s degree programs for undergraduates, but may also offer associate’s 

degrees and certificates. About 61 percent of the beginners at 4-year institutions were first 

enrolled in public institutions, 32 percent in private not-for-profit institutions, and 8 percent in 

private for-profit institutions. Among those who were first-time beginners in 1995–96, 63 percent 

of the beginners at 4-year institutions were enrolled in public, 36 percent in private-not-for-profit, 

and 1 percent in private for-profit institutions (Berkner, Horn, and Clune 2000, table 6.2b). 

Figure 2.—Percentage distribution of beginning postsecondary students, by control of the first institution 

Figure 2.—attended, within institution level: 2003–04

NOTE: Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).

4-year institutions 

Private 

for-profit

Private notfor-profit

32 61

Less-than-2-year institutions 

Private notfor-profit

3

Private

for-profit 82

15

2-year institutions 

Private

for-profit

89

9

Private notfor-profit

2

Public

Public

8

Public
 Profile of Beginning Postsecondary Students in 2003–04 

7 

Degree Plans and Enrollment Intensity 

In 2004, during or just after their first year of enrollment, students were asked what degree 

they were working on. Forty percent said that they planned to get a bachelor’s degree, 36 percent 

an associate’s degree, 13 percent a certificate in a vocational program, and 10 percent were not 

planning to get any particular degree (table 1). At the less-than-2-year institutions, 89 percent of 

the beginners planned to get a certificate. At the 2-year institutions 64 percent of the beginners 

planned to get an associate’s degree, and about 10 percent each planned to get either a certificate 

or a bachelor’s degree (by transferring to a 4-year institution). At the public and the private notfor-profit 4-year institutions, 84 percent of the beginners were planning to complete a bachelor’s 

degree, but at the private for-profit 4-year institutions 39 percent planned to complete a 

bachelor’s degree and 57 percent planned to complete an associate’s degree.

Completion of a program in the normal time assumes that the student is enrolled full time. 

About three-fourths of the beginners at 4-year and less-than-2-year institutions always attended 

full time while they were enrolled (table 2). At public 2-year institutions, 36 percent were always 

enrolled full time and 27 percent were always enrolled part time. At private for-profit 2-year 

institutions, 84 percent were always enrolled full time and 3 percent were always enrolled part 

time. 

Table 1.—Percentage distribution of beginning postsecondary students’ first-year degree plans, by level of 

Table 1.—first institution and control of first 4-year institution attended: 2003–04

Level and Associate’s Bachelor’s

control of institution None Certificate degree degree

 Total 10.4 13.2 36.3 40.0

Level of first institution

4-year 5.6 1.9 11.6 80.9

2-year 16.2 10.4 63.6 9.8

Less-than-2-year 1.6 89.2 8.0 1.3

Control of first 4-year institution

Public 4-year 6.8 1.7 7.0 84.4

Private not-for-profit 4-year 4.6 1.9 9.2 84.4

Private for-profit 4-year 0.6 3.0 57.2 39.2

NOTE: Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).
Profile of Beginning Postsecondary Students in 2003–04

8 

Student Characteristics

About two-thirds (66 percent) of the 2003–04 beginning students were age 19 or younger 

when they started (table 3). Among those who started at 4-year institutions, 85 percent were 19 or 

younger, at the 2-year institutions about one-half (54 percent) were 19 or younger, and at the lessthan-2-year institutions about one-third (32 percent) were 19 or younger. 

Table 2.—Percentage distribution of beginning postsecondary students’ attendance intensity while enrolled 

Table 2.—through June 2006, by level of first institution attended and control of first 2-year institution:

Table 2.—2003–04

Level and control of institution Always full-time Mixed Always part-time

 Total 59.5 26.9 13.5

Level of first institution

4-year 76.8 20.2 3.0

2-year 41.1 34.7 24.2

Less-than-2-year 75.3 17.2 7.5

Control of first 2-year institution

Public 2-year 35.9 37.3 26.8

Private not-for-profit 2-year 71.4 20.3 8.3

Private for-profit 2-year 83.8 13.2 3.0

NOTE: Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).

Table 3.—Percentage distribution of beginning postsecondary students’ age in the first year enrolled, by 

Table 3.—level of first institution attended: 2003–04

Level of 18 years 30 years

first institution or younger 19 years 20–23 years 24–29 years or older

 Total 42.6 23.4 12.8 7.9 13.3

Level of first institution

4-year 58.0 27.4 6.5 3.5 4.5

2-year 32.9 21.4 17.0 9.8 18.9

Less-than-2-year 18.0 13.9 22.0 19.4 26.6

NOTE: Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).
 Profile of Beginning Postsecondary Students in 2003–04 

9 

For financial aid purposes, students are classified as dependent on their parents for financial 

support, or financially independent. Students under age 24 are assumed to be dependent, unless 

they are married, have dependents of their own (usually children), are veterans, or are orphans; 

all students 24 or older are assumed to be independent. Seventy-one percent of all beginning 

students were dependent (table 4). The percentage of beginning students who were dependent 

ranged from 89 percent at 4-year institutions and 61 percent at 2-year institutions, to 36 percent at 

less-than-2-year institutions. 

Among dependent students, about one-fourth (27 percent) came from families where 

neither parent had more than a high school education; among independent students, 58 percent 

came from families where neither parent had more than a high school education (compendium 

table 1.10). Fifty-five percent of beginners at 4-year institutions had a parent with a bachelor’s 

degree, compared with 28 percent of those at 2-year institutions, and 15 percent of those at lessthan-2-year institutions (table 5). 

One-fourth of the dependent beginning students came from families with parental annual 

incomes below $32,000 (table 6). The percentage of dependent beginning students with family 

incomes below $32,000 was 20 percent at 4-year institutions, 28 percent at 2-year institutions, 

and 65 percent at less-than-2-year institutions. Thirty percent of the dependent students beginning 

at 4-year institutions came from families in the highest income group, compared with 17 percent 

of those at 2-year institutions and 4 percent of those at less-than-2-year institutions. 

Table 4.—Percentage distribution of beginning postsecondary students’ dependency and marital status in the 

Table 4.—first year enrolled, by level of first institution attended: 2003–04

Level of Single, no children Single, no children Single parent Married

first institution (dependent) (independent) (independent) (independent)

 Total 70.9 7.1 10.5 11.5

Level of first institution

4-year 88.6 3.5 4.2 3.7

2-year 60.9 9.4 12.8 16.8

Less-than-2-year 36.1 12.2 30.5 21.2

NOTE: Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).
Profile of Beginning Postsecondary Students in 2003–04

10 

Academic Preparation

Not all beginning students enter postsecondary education with the same level of academic 

preparation or performance, and this information is useful for understanding rates of persistence 

and attainment. For all beginning students, information is available on the type of high school 

credential they earned (if any) and the type of high school from which they graduated. For 

students under age 24 when they began their postsecondary education, information was usually 

available on their high school grade point average, the highest level of high school mathematics 

courses taken, any college credits they earned during high school, and their scores on college 

admission tests (ACT or SAT). This type of information is less relevant for older students who 

have been out of high school for a long time and were age 24 or older when they first started 

Table 5.—Percentage distribution of beginning postsecondary students’ parents’ highest level of education, 

Table 5.—by level of first institution attended: 2003–04

Level of Some Bachelor’s degree

first institution High school or less postsecondary or higher

 Total 35.9 25.2 38.9

Level of first institution

4-year 22.9 22.1 54.9

2-year 43.0 28.8 28.2

Less-than-2-year 65.2 19.9 14.9

NOTE: Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).

Table 6.—Percentage distribution of dependent beginning postsecondary students’ annual family income, 

Table 6.—by level of first institution attended: 2003–04

Level of

first institution Less than $32,000 $32,000–59,999 $60,000–91,999 $92,000 or more

 Total 25.1 26.7 24.9 23.3

Level of first institution

4-year 19.7 24.5 26.1 29.7

2-year 28.2 29.9 25.3 16.6

Less-than-2-year 64.7 24.6 6.4 4.3

NOTE: Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).
 Profile of Beginning Postsecondary Students in 2003–04 

11 

postsecondary education. With the exception of the admissions test scores, all data in this report 

related to academic preparation and performance in high school are student reported. 

About 90 percent of the beginning students had received a diploma at a public (79 percent), 

private (8 percent), or foreign high school (3 percent) (compendium table 2.1). The remaining 10 

percent did not have a regular high school diploma—that is, they had a high school equivalency 

certificate based on their General Educational Development (GED) Test scores or other 

certificate of completion, or had been home schooled, or had not finished high school. The 

percentage of beginners without a high school diploma was 4 percent at 4-year institutions, 13 

percent at 2-year institutions, and 25 percent at less-than-2-year institutions. 

About 80 percent of the beginners under age 24 had taken the ACT or SAT college 

admissions tests: 95 percent of those at 4-year institutions, 67 percent at 2-year institutions, and 

37 percent at less-than-2-year institutions took these tests (table 7). Among those under age 24 

who took one of the tests, about one-third (35 percent) of those starting at 4-year institutions 

were among those with the highest scores and 13 percent were in the lowest category of scores. 

At 2-year institutions, 41 percent of those under age 24 who took the tests were in the lowest 

score category. Admissions test scores are usually neither required nor considered in admission 

to 2-year or less-than-2-year institutions. 

Table 7.—For beginning students under age 24, the percentage who took the college admissions tests 

Table 7.—(SAT/ACT), and among those who did, the percentage distribution of their test scores, by level 

Table 7.—of first institution attended: 2003–04

Took

Level of admission tests

first institution (ACT or SAT) Lowest Low middle High middle Highest

 Total 79.4 24.8 27.4 23.3 24.5

Level of first institution

4-year 95.1 13.4 24.6 27.1 34.9

2-year 66.7 41.5 32.0 18.0 8.6

Less-than-2-year 36.5 57.5 27.2 9.3 6.1

1

 Categories represent approximate quartile values determined by using the CENTILE function in the DAS, and are based only

on the scores of the students in the BPS:04/06 sample. SAT scores are reported in 10-point intervals and the median score was 

990. Because 52 percent scored 990 or less, the percentages shown for the two middle quartiles are not close to the 25 percent 

that would be expected.

NOTE: Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).

Among test takers,

admissions test scores1
Profile of Beginning Postsecondary Students in 2003–04

12 

About one-half (47 percent) of beginners at 4-year institutions reported a high school grade 

point average (GPA) of 3.5 or higher (table 8). About one-half (46 percent) of the beginners at 2-

year institutions and over one-half (57 percent) at less-than-2-year institutions reported a high 

school GPA below 3.0. 

One measure of the rigor of the courses taken in high school is the highest level of 

mathematics courses taken. Among students under age 24 who started at 4-year colleges, about 

one-fourth (27 percent) reported taking calculus in high school and 6 percent reported taking only 

courses below algebra II. Among beginners under age 24 starting at 2-year institutions, some 6 

percent reported taking calculus and one-fourth (25 percent) reported taking less than algebra II 

(table 9).

Table 8.—For beginning postsecondary students under age 24, percentage distribution of their high school 

Table 8.—grade point average (GPA), by level of first institution attended: 2003–04

Level of first institution Below 3.0 3.0–3.4 3.5–4.0

 Total 31.7 35.7 32.6

Level of first institution

4-year 17.7 35.1 47.2

2-year 46.2 36.8 17.0

Less-than-2-year 57.2 32.6 10.2

NOTE: Grades are self-reported and only include regular high school graduates. Estimates include postsecondary students in 

Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).

Table 9.—For beginning postsecondary students under age 24, percentage distribution of the highest level of 

Table 9.—mathematics courses taken in high school, by level of first institution attended: 2003–04

Level of Below Trigofirst institution Algebra II Algebra II nometry Pre-calculus Calculus

 Total 15.7 30.4 17.6 19.9 16.3

Level of first institution

4-year 6.3 20.2 19.4 27.0 27.1

2-year 24.9 40.2 16.0 13.4 5.5

Less-than-2-year 29.5 46.7 14.2 6.8 2.8

NOTE: Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).
 Profile of Beginning Postsecondary Students in 2003–04 

13 

About one-fifth of the beginning students under age 24 reported that they had earned 

Advanced Placement Test college credits, which were accepted by their institution (19 percent), 

or that they had earned college credits for courses taken at a college while in high school (21 

percent); 30 percent reported earning college credits one or both ways (table 10). Among those 

under age 24 beginning at 4-year institutions, 41 percent reported having earned college credits 

while still in high school, and 21 percent of those under age 24 starting at 2-year colleges also 

reported doing so. 

Table 10.—For beginning postsecondary students under age 24, percentage who reported earning college 

Table 10.—credits while in high school, by level of first institution attended: 2003–04

Advanced Earned credit Earned

Level of Placement for courses any collegefirst institution credits accepted at a college level credits 

 Total 18.8 21.0 30.1

Level of first institution

4-year 28.4 25.9 40.5

2-year 9.7 17.1 20.7

Less-than-2-year 2.6 7.4 8.8

NOTE: Credits are self-reported. Estimates include postsecondary students in Puerto Rico.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).
THIS PAGE INTENTIONALLY LEFT BLANK 
15 

Persistence and Attainment After 3 Years 

Retention and Attainment at the First Institution Attended

The tables in this report present the information about beginning student enrollment and 

program completion from two different perspectives. One is from the perspective of the first 

institution attended. The first institution attended designates students as first-time beginners (or 

freshmen) and reports whether those students continue to be enrolled or complete a program at 

that institution. This perspective will be referred to as retention and attainment at the first 

institution attended. The other is from the perspective of the student. It looks at the beginning 

student’s enrollment history and degree attainment at any postsecondary institution over the 3-

year period under consideration. This will be referred to as student persistence and attainment 

anywhere. The difference between these two perspectives reflects the fact that many students 

transfer out of the first institution attended. When beginning students leave the institution where 

they first enrolled and then enroll at a different institution, they continue to persist in 

postsecondary education, but from the perspective of the institution where they started, they have 

no longer been retained. Similarly, graduation rates reported by institutions do not include 

outcomes for students who have transferred elsewhere; this additional information requires a 

survey like the BPS study. 

The normal length of time it takes for a full-time student to complete a program and attain a 

certificate or degree depends on the type of program. Vocational certificate programs normally 

take less than 2 years to complete, associate’s degree programs can be completed in 2 or 3 years, 

and bachelor’s degree programs can be completed in 4 or 5 years. The 3-year period covered in 

this report (from July 2003 to June 2006) is long enough for students beginning in 2003–04 to 

complete certificates and associate’s degrees, but too short for most students to complete 

bachelor’s degrees at 4-year colleges and universities. 

The 3-year period covered in this report is also too short to determine whether students who 

had not attained a certificate or degree and were no longer enrolled anywhere in June 2006 had 

permanently left postsecondary education. Some beginning students may “stop out” by leaving an 

institution for a semester or more, and then returning to that or a different institution later. 

Students who have “stopped out” can only be identified as such after they have returned, which 

may be after the 3-year period of this study. When the term “left” is used in this report, it only 
Persistence and Attainment After 3 Years

16 

refers to the enrollment status of the student at the end of the 3-year period, and includes some 

“stop-outs” who cannot be identified until later. 

Institutions usually measure student retention as the percentage of beginners still enrolled in 

the fall term of each year after they first started. The figures below for 3-year retention at the first 

institution show the percentage of the 2003–04 beginners who were not enrolled at any time in 

2005–06 and also those who were enrolled only in the fall of 2005. 

Less-than-2-year institutions offer certificates in vocational fields that can be completed in 

less than 2 years of full-time enrollment. About one-half (52 percent) of the students beginning at 

a less-than-2-year institution in 2003–04 had attained a certificate by 2006 at the same institution 

where they had started (figure 3). Five percent of the beginners at less-than-2-year institutions 

Figure 3.—Retention and attainment at the first institution attended after 3 years among students who 

Figure 3.—began in 2003–04, by level of first institution attended

Figure 2-B.—

NOTE: Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).

Level of first institution attended in 2003–04

52

16

35

60

24

13

35

0

20

40

60

80

100

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

Percent

No degree, not enrolled in

June 2006, last enrolled

prior to 2005–06

No degree, not enrolled

in June 2006, last

enrolled in fall 2005

No degree,

transferred from

first institution

No degree, still

enrolled at first

institution in June 2006

Attained degree or

certificate at first

institution by June 2006

Status in 2005–06:

5

5

6

3 7

4

18

18

6

35 35

13
Persistence and Attainment After 3 Years 

17 

were still enrolled at the same institution without completing a certificate in June 2006; 3 percent 

were last enrolled there in the fall of 2005; and 35 percent left the institution without completing 

a certificate and were not enrolled anywhere in 2005–06. Five percent had transferred to a 

different institution without a certificate. 

Two-year institutions offer associate’s degree programs, which can normally be completed 

in 2 years of full-time enrollment, and may also offer certificates in vocational programs. Sixteen 

percent of the 2003–04 beginning students at 2-year institutions had attained a certificate (6 

percent) or associate’s degree (10 percent) within 3 years at the institution where they had first 

enrolled. Twenty-four percent of the beginners were still enrolled at the same institution without 

completing a degree or certificate in June 2006; 7 percent were last enrolled there in the fall of 

2005; and 35 percent had left the institution before completing a degree or certificate and were 

not enrolled anywhere during the 2005–06 academic year. Eighteen percent had left the 

institution without a credential and transferred elsewhere during the 3-year period. 

Four-year institutions offer bachelor’s degrees, which can usually be completed in 4 or 5 

years of full-time enrollment, but may also offer associate’s degree and certificate programs. Two 

percent of the beginners at 4-year institutions completed a bachelor’s degree in 3 years and 4 

percent completed an associate’s degree or a certificate at the institution where they had started. 

Sixty percent were still enrolled at the same institution without a degree in June 2006; 4 percent 

were last enrolled in the fall of 2005; and 13 percent had left the institution and were not enrolled 

anywhere during the 2005–06 academic year. Eighteen percent had left the 4-year institution 

where they had started and transferred to a different institution before completing any program. 

Student Persistence and Attainment Anywhere

The students who left the institution where they had started without completing a certificate 

or degree either did not enroll anywhere else or they transferred (with or without credits) to 

another institution. Figures 4, 5, and 6 illustrate the relationship between the enrollment 

outcomes after 3 years at the first institution attended and the students’ enrollment experiences 

anywhere in postsecondary education. The difference between the two is what happens to the 

transfers: they may still be enrolled without a degree, may have attained a degree at the transfer 

institution, or they may also have left the transfer institution without a degree. Since this study is 

limited to a 3-year period, some of those without a degree and not enrolled anywhere in June 

2006 may actually be “stop-outs” who will enroll again later. The figures below compare the 3-

year retention at the first institution, which includes students last enrolled in the fall of 2005, to 

the 3-year persistence of the same students anywhere in the spring of 2006. The students enrolled 
Persistence and Attainment After 3 Years

18 

only in the fall term at the first institution are included among those not enrolled anywhere in 

June 2006. 

Among students beginning at a 4-year institution, 13 percent left the institution without 

completing a program and were not enrolled anywhere in 2005–06; 4 percent were last enrolled 

in the fall of 2005; and 18 percent had transferred elsewhere without a degree (figure 4). By June 

2006, 19 percent of the students who started at a 4-year institution had not attained any degree 

and were not enrolled anywhere; this includes the students who transferred and then left the 

second institution without a degree as well as those last enrolled in the fall of 2005. Seven 

percent had attained a degree or certificate and 74 percent were still enrolled without a degree, 

either at the first institution or at the transfer institution. 

Figure 4.—Retention at the first institution attended and persistence anywhere after 3 years among 

Figure 5.—students who began at 4-year institutions in 2003–04

NOTE: Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).

74

13

19

60

0

20

40

60

80

100

Retention at the first 

institution after 3 years

Student persistence at any 

institution after 3 years 

Percent

No degree, not

enrolled anywhere

in June 2006

No degree, not enrolled in

June 2006, last enrolled

prior to 2005–06

No degree, not enrolled

in June 2006, last

enrolled in fall 2005

No degree,

transferred from

first institution

No degree,

still enrolled

in June 2006

Attained

degree or

certificate

Status in 2005–06:

Transfers

18

6 7

4

(4)

(3)

(1)

(13)

6 7

(13)

19

13
Persistence and Attainment After 3 Years 

19 

Among students beginning at a 2-year institution, 35 percent left the institution without 

completing a program before the 2005–06 academic year and did not enroll anywhere else; 7 

percent were last enrolled in the fall of 2005; and 18 percent transferred elsewhere without a 

degree (figure 5). By June 2006, 45 percent of the students who started at a 2-year institution had 

not attained any degree and were not enrolled anywhere; this includes the students who 

transferred and then left the second institution as well as those last enrolled in the fall of 2005. 

Eighteen percent had attained a degree or certificate and 37 percent were still enrolled without a 

degree, either at the first institution or at the transfer institution. 

Among students beginning at less-than-2-year institutions, 52 percent attained a certificate 

at the first institution attended; 35 percent left the institution without completing a certificate and 

Figure 5.—Retention at the first institution attended and persistence anywhere after 3 years among 

Figure 4.—students who began at 2-year institutions in 2003–04

NOTE: Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).

24

35

45

16 18

37

0

20

40

60

80

100

Retention at the first 

institution after 3 years

Student persistence at any 

institution after 3 years 

Percent

No degree, not

enrolled anywhere

in June 2006

No degree, not enrolled in

June 2006, last enrolled

prior to 2005–06

No degree, not enrolled

in June 2006, last

enrolled in fall 2005

No degree,

transferred from

first institution

No degree,

still enrolled

in June 2006

Attained

degree or

certificate

(13)

(2)

Status in 2005–06:

Transfers

18

7

(3)

(7)

(35)

35

45
Persistence and Attainment After 3 Years

20 

were not enrolled anywhere in 2005–06; 3 percent were last enrolled in the fall of 2005; and 5 

percent left without completing a certificate and enrolled at a different institution (figure 6). By 

June 2006, 40 percent of all those who started at a less-than-2 year institution had left 

postsecondary education without completing a program anywhere. 

Persistence, Attainment, and Student Profiles

Table 11 shows some of the relationships between persistence, attainment, and certain 

student characteristics found in the more detailed compendium tables of this report. Among 

students in programs that can be completed in 3 years or less, those in shorter programs have 

higher rates of completion than those in programs that take longer to complete. Students working 

on certificates, which can usually be completed in less than 2 years, attain certificates at a higher 

rate (44 percent) than the students who are working on associate’s degrees attain associate’s 

Figure 6.—Retention at the first institution attended and persistence anywhere after 3 years among 

Figure 6.—students who began at less-than-2-year institutions in 2003–04

NOTE: Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).

35 40

0

20

40

60

80

100

Retention at the first 

institution after 3 years

Student persistence at any 

institution after 3 years 

Percent

No degree, not

enrolled anywhere

in June 2006

No degree, not enrolled

in June 2006, last enrolled

prior to 2005–06

No degree, not

enrolled in June 2006,

last enrolled in fall 2005

No degree,

transferred from

first institution

No degree,

still enrolled

in June 2006

Attained

degree or

certificate

Status in 2005–06:

52 52

5

8 5

3

(3) Transfers

(3)

(2)

(35)

35 40
Persistence and Attainment After 3 Years 

21 

Table 11.—Percentage of 2003–04 beginning postsecondary students who attained a degree and percentage 

Table 11.—distribution of their persistence and attainment status anywhere through June 2006, by student 

Table 11.—characteristics

 Attained Attained No No

Asso- Bach- degree, degree, degree, degree,

Student Any Certif- ciate’s elor’s not still still not

characteristics degree icate degree degree Total enrolled enrolled enrolled enrolled

 Total 15.9 7.8 7.0 1.0 100.0 8.9 7.0 50.7 33.5

Degree plans first year

None 9.4 4.8 4.3 0.3 100.0 4.3 5.1 46.9 43.7

Certificate 45.8 43.7 2.0 0.1 100.0 36.4 9.5 13.2 41.0

Associate’s degree 18.6 3.5 14.9 0.2 100.0 6.7 11.9 36.2 45.2

Bachelor’s degree 5.1 0.6 2.2 2.3 100.0 3.0 2.1 77.2 17.7

Enrollment intensity 

 through 2006

Always full-time 18.3 8.6 8.3 1.4 100.0 11.1 7.2 53.8 27.9

Mixed 14.9 7.2 7.0 0.7 100.0 6.3 8.6 57.2 28.0

Always part-time 7.0 5.6 1.5 # 100.0 4.3 2.7 23.9 69.1

Dependency status 

 first year

Dependent 13.7 4.7 7.6 1.4 100.0 6.6 7.1 60.7 25.6

Independent 21.2 15.4 5.6 0.2 100.0 14.6 6.6 26.2 52.7

Age first year enrolled

18 years or younger 13.0 3.9 7.6 1.5 100.0 5.7 7.3 64.5 22.4

19 years 15.2 5.4 8.2 1.5 100.0 7.6 7.5 57.7 27.2

20–23 years 17.4 10.9 6.3 0.2 100.0 11.3 6.2 33.7 48.9

24–29 years 21.5 16.2 5.2 0.1 100.0 15.7 5.8 26.1 52.4

30 or older 21.4 16.4 4.9 0.1 100.0 15.1 6.3 24.7 53.9

Worked while enrolled in 2003–04

Did not work 16.8 9.4 5.9 1.6 100.0 11.0 5.8 55.4 27.8

Worked part time 15.7 6.1 8.5 1.1 100.0 7.6 8.1 55.6 28.7

Worked full time 14.9 9.0 5.6 0.2 100.0 8.6 6.2 34.7 50.4

# Rounds to zero.

NOTE: “Persistence and attainment anywhere” include students who transferred out of the first institution attended. “Degree” 

includes certificates in vocational programs. Dependent students were under age 24, unmarried, and had no dependents of their 

own in 2003. Totals include students in private not-for-profit less-than-2-year institutions; sample size was too small to show as 

a separate category. Estimates include postsecondary students in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).

Attained degree 

anywhere through 2006

Highest degree

 Persistence anywhere through 2006
Persistence and Attainment After 3 Years

22 

degrees (15 percent). Students who are always enrolled full time have higher completion rates 

(18 percent) than those who are always enrolled part time (7 percent), and part-time students 

leave postsecondary education without completion at higher rates (69 percent) than full-time 

students (28 percent). 

Independent students both leave postsecondary education without completion at higher 

rates (53 percent) than dependent students (26 percent) and have higher overall completion rates 

(21 percent) than dependent students (14 percent). Dependent students, on the other hand, remain 

enrolled without having earned a degree at higher rates than independent students (61 percent vs. 

26 percent). About one-fourth (27 percent) of the independent students are working on 

certificates, compared with 8 percent of the dependent students (compendium table 1.3), and 15 

percent of all independent students attained a certificate, compared with 5 percent of all 

dependent students (table 11). 

About 90 percent of independent students are age 20 or older (compendium table 1.7). 

During the first 3 years, older students leave postsecondary education without completion at 

higher rates than younger students (table 11). Students who began at age 18 or 19 had 3-year 

rates of departure from postsecondary education without completion of 22 and 27 percent, 

respectively, while those in the 20 or higher age groups left postsecondary education without 

completion at a rate of about 50 percent. 

Among students who worked full time while enrolled in 2003–04, one-half left 

postsecondary education without completing a degree within 3 years, representing a higher rate 

of departure than those who did not work (28 percent) and those who worked part time (29 

percent) (table 11). Students who worked full time remained enrolled after 3 years at lower rates 

than their peers who did not work or worked part time (35 percent vs. 55–56 percent). 

Because bachelor’s degrees normally take at least 4 years of enrollment, the low 3-year 

attainment rates at 4-year institutions shown in this report are not meaningful. At 4-year 

institutions the rates at which students leave postsecondary education without completion within 

3 years are more relevant to understanding differences in persistence (table 12). 

Among 4-year beginners, 69 percent who were always enrolled part time had left 

postsecondary education without completion by June 2006, compared with 22 percent who were 

enrolled both full and part time and 17 percent of those who were always enrolled full time. 

About 85 percent of the beginning students at 4-year institutions are age 19 or younger and nearly 

90 percent are dependent (tables 3 and 4, above). Among the dependent students beginning at 4-

year institutions, those from families with incomes below $60,000 left postsecondary education 

without completion at higher rates than those from families with incomes of $92,000 or more 
Persistence and Attainment After 3 Years 

23 

Table 12.—Among 2003–04 beginning postsecondary students who started at 4-year institutions, percentage 

Table 13.—who attained a degree and percentage distribution of their persistence and attainment status 

Table 13.—anywhere through June 2006, by student characteristics

 Attained Attained No No

 Asso- Bach- degree, degree, degree, degree,

Student Any Certif- ciate’s elor’s not still still not

characteristics degree icate degree degree Total enrolled enrolled enrolled enrolled

 Total 7.0 0.8 3.9 2.3 100.0 3.8 3.2 73.8 19.2

Enrollment intensity 

 through 2006

Always full-time 7.4 0.6 4.3 2.5 100.0 4.0 3.4 76.1 16.5

Mixed 6.5 1.5 3.0 2.0 100.0 3.9 2.7 71.1 22.4

Always part-time 0.7 0.7 # # 100.0 0.6 0.1 30.1 69.2

Dependency status 

 first year

Dependent 6.7 0.6 3.6 2.5 100.0 3.7 3.0 78.0 15.3

Independent 9.2 2.3 6.3 0.6 100.0 4.7 4.5 41.1 49.7

Dependent student 

 family income 

Less than $32,000 7.0 1.1 4.1 1.9 100.0 3.6 3.4 69.4 23.6

$32,000–59,999 7.7 0.4 5.0 2.3 100.0 4.1 3.6 73.3 19.0

$60,000–91,999 6.1 0.8 3.0 2.3 100.0 3.7 2.4 82.1 11.8

$92,000 or more 6.4 0.1 2.9 3.4 100.0 3.7 2.7 84.0 9.6

Admissions test scores 

 (ACT/SAT)1

Lowest 9.0 0.7 7.0 1.3 100.0 3.8 5.3 60.3 30.6

Low middle 5.9 0.9 3.5 1.5 100.0 2.8 3.1 77.3 16.8

High middle 5.7 0.3 3.1 2.4 100.0 2.8 2.9 80.3 14.0

Highest 6.2 0.3 2.1 3.9 100.0 4.3 1.9 85.4 8.4

Worked while enrolled in 2003–04

Did not work 5.6 0.1 2.6 2.9 100.0 65.9 3.0 16.3 9.2

Worked part time 5.4 0.4 2.9 2.1 100.0 60.5 3.5 19.8 10.8

Worked full time 6.8 0.9 5.0 0.9 100.0 39.5 6.4 17.1 30.2

# Rounds to zero.

1 Beginners under age 24 only.

NOTE: “Persistence and attainment anywhere” include students who transferred out of the first institution attended. “Degree” 

includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year.

Dependent students were under age 24, unmarried, and had no dependents of their own in 2003. Family income of dependent 

students is the annual income of the parents in 2002. Full time work is 35 or more hours per week. This table includes students

enrolled at postsecondary institutions in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06).

 Persistence anywhere through 2006

Attained degree 

Highest degree

anywhere through 2006
Persistence and Attainment After 3 Years

24 

(table 12). Departure without completion was also related to admissions test scores. Thirty-one 

percent of those with the lowest 25 percent of test scores left postsecondary education without 

completion, compared with 8 percent of those with the highest 25 percent of test scores. 

However, test scores are also positively related to family incomes (compendium table 2.5): 39 

percent of dependent students in the highest income category were also in the highest test score 

category, compared with 14 percent of dependent students in the lowest income category. 
25 

Summary 

Most of the students who began at 4-year institutions in 2003–04 were young (85 percent 

were age 19 or younger) and financially dependent on their parents. Among those under age 24, 

nearly all (94 percent) had taken algebra II or higher mathematics courses in high school, and 

about one-fourth had taken calculus. Eighteen percent of students who began at 4-year 

institutions in 2003–04 transferred from the institution where they started. After 3 years, 81 

percent were either still enrolled in postsecondary education or had attained a degree or 

certificate. 

About one-half (46 percent) of the students beginning at 2-year institutions in 2003–04 

were age 20 or older when they started, and 39 percent were financially independent. Among 

those under age 24, one-fourth had not taken algebra II or higher high school mathematics, and 

about one-half had a high school GPA below 3.0. Eighteen percent transferred from the 2-year 

institution where they had started without earning a degree. After 3 years, 55 percent had either 

attained a certificate or degree (18 percent) or were still enrolled without a degree at some 

postsecondary institution (37 percent). 

About two-thirds (68 percent) of the students beginning at less-than-2-year institutions in 

2003–04 were age 20 or older when they started, and about two-thirds (64 percent) were 

financially independent. Among those under age 24, about one-half had a high school GPA 

below 3.0. Within 3 years, about one-half (52 percent) of the students starting at a less-than-2-

year institution had completed a certificate program from that institution, but 40 percent had not 

completed a program and were not enrolled anywhere. 
THIS PAGE INTENTIONALLY LEFT BLANK 
27 

References 

Adelman, C. (2006). The Toolbox Revisited: Paths to Degree Completion From High School 

Through College. Institute of Education Sciences, U.S. Department of Education. 

Washington, DC. 

Astin, W.A. (1993). What Matters in College? Four Critical Years Revisited. San Francisco: 

Jossey-Bass, Inc. 

Berkner, L., He, S., and Cataldi, E.F. (2002). Descriptive Summary of 1995–96 Beginning 

Postsecondary Students: Six Years Later (NCES 2003-151). National Center for Education 

Statistics, U.S. Department of Education. Washington, DC. 

Berkner, L., Horn, L., and Clune, M. (2000). Descriptive Summary of 1995–96 Beginning 

Postsecondary Students: Three Years Later (NCES 2000-154). National Center for Education 

Statistics, U.S. Department of Education. Washington, DC. 

Berkner, L.K., Cuccaro-Alamin, S., and McCormick, A.C. (1996). Descriptive Summary of 

1989–90 Beginning Postsecondary Students: Five Years Later (NCES 96-155). National 

Center for Education Statistics, U.S. Department of Education. Washington, DC. 

Breiman, L., Friedman, J.H., Olshen, R.A., and Stone, C.J. (1984). Classification and Regression 

Trees. London: Chapman & Hall. 

Choy, S. (2002). Access and Persistence: Findings From 10 Years of Longitudinal Research on 

Students. Washington, DC: American Council on Education. 

Cominole, M., Siegel, P., Dudley, K., Roe, D., and Gilligan, T. (2006). 2004 National 

Postsecondary Student Aid Study (NPSAS:04) Full Scale Methodology Report (NCES 2006-

180). National Center for Education Statistics, Institute of Education Sciences, U.S. 

Department of Education. Washington, DC. 

Cominole, M., Wheeless, S., Dudley, K., Franklin, J., and Wine, J. (2007). 2004/06 Beginning 

Postsecondary Students Longitudinal Study (BPS:04/06) Methodology Report (NCES 2008-

184). National Center for Education Statistics, Institute of Education Sciences, U.S. 

Department of Education. Washington, DC. 
References

28 

Cox, B. (1980). The Weighted Sequential Hot Deck Imputation Procedure. Proceedings of the 

American Statistical Association, Section on Survey Research Methods, pp. 721–726. 

Horn, L., and Berger, R. (2004). College Persistence on the Rise? Changes in 5-Year Degree 

Completion and Postsecondary Persistence Rates Between 1994 and 2000 (NCES 2005-

156). National Center for Education Statistics, Institute of Education Sciences, U.S. 

Department of Education. Washington, DC. 

Iannacchione, V. (1982). Weighted Sequential Hot Deck Imputation Macros. Presented at the 

Seventh Annual SAS User’s Group International Conference, San Francisco. 

Kass, G.V. (1980). An Exploratory Technique for Investigating Large Quantities of Categorical 

Data. Applied Statistics, 29: 119–127. 

Kaufman, S. (2004). Using the Bootstrap in a Two-Stage Design When Some Second-Stage 

Strata Have Only One Unit Allocated. In Proceedings of the American Statistical 

Association, Section on Survey Research Methods. Alexandria, VA: The American Statistical 

Association. 

Kojaku, L.K., and Nuñez, A.-M. (1998). Descriptive Summary of 1995–96 Beginning 

Postsecondary Students, With Profiles of Students Entering 2- and 4-Year Institutions (NCES 

1999-030). National Center for Education Statistics, U.S. Department of Education. 

Washington, DC. 

Long, B.T. (2007). The Contributions of Economics to the Study of College Access and Success. 

Teachers College Record, 109(10): 2367–2443. 

Pascarella, E.T., and Terenzini, P.T. (2005). How College Affects Students: A Third Decade of 

Research (Vol. 2). San Francisco: Jossey-Bass. 

RTI International (RTI). (2004). SUDAAN User’s Manual, Release 9.0. Research Triangle Park, 

NC: Author. 

Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition (2nd 

ed.). Chicago: University of Chicago Press. 

U.S. Department of Education, Institute of Education Sciences, National Center for Education 

Statistics. (2003). NCES Statistical Standards (NCES 2003-601). Washington, DC. 

Wine, J., Cominole, M., Wheeless, S., Bryant, A., Gilligan, T., Dudley, K., and Franklin, J. 

(2006). 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06) Field 

Test Methodology Report (NCES 2006-01). National Center for Education Statistics, Institute 

of Education Sciences, U.S. Department of Education. Washington, DC. 
29 

Table Compendium
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31 

Section 1: Student Characteristics 

The tables in this section profile beginning postsecondary students, describing the types of 

institutions they first attended, their initial degree plans, and their attendance intensity. The tables 

also describe students’ basic demographic characteristics, such as gender, age, race/ethnicity, 

dependency status, and parents’ education and income. From these tables, it is possible to see the 

types of institutions chosen by students with different demographic characteristics and high 

school academic performance, and also to characterize student populations at each type of 

institution. 

Type of First Institution 

• Overall, 44 percent of beginning postsecondary students started at a 4-year institution 

(table 1.1). Another 48 percent enrolled at a 2-year institution, and the remaining 8 

percent enrolled at a less-than-2-year institution. 

• Among beginning postsecondary students who planned to earn a bachelor’s degree, 88 

percent started at a 4-year institution, and 12 percent started at a 2-year institution. 

However, among high school graduates who enrolled in college full time without delay 

(i.e., finished high school in 2003 and then enrolled full time in fall 2003), relatively 

few of those planning to earn a bachelor’s degree (6 percent) started at a 2-year 

institution. 

• A greater percentage of women (11 percent) than men (5 percent) began their 

postsecondary education at a less-than-2-year institution. 

• The percentage of students starting at a 4-year institution was associated with age, with 

relatively more 18- and 19-year-olds than older students starting at this level. 

• The percentage of students starting at a 4-year institution increased with parents’ 

education, income (for dependent students), college admissions test scores, and level 

of high school mathematics completed. Eighty-seven percent of beginning 

postsecondary students scoring in the highest 25 percent on college admissions tests 

and 84 percent of those who took calculus in high school enrolled first at the 4-year 

level. 

• Among students who enrolled first at the 4-year level, 61 percent attended public 

institutions, 32 percent attended private not-for-profit institutions, and 8 percent 

attended private for-profit institutions (table 1.2). 
Section 1: Student Characteristics

32 

• Among students who enrolled first at the 2-year level, 89 percent attended public 

institutions, and among those who enrolled first at the less-than-2-year level, 82 

percent attended private for-profit institutions. 

Initial Degree Plans and Enrollment Intensity 

• When interviewed during the 2003–04 academic year, beginning postsecondary 

students were asked about their degree plans at their first institution (table 1.3). 

Overall, 40 percent reported that they planned to earn a bachelor’s degree, 36 percent 

an associate’s degree, and 13 percent a certificate. The remaining 10 percent did not 

expect to earn either a degree or certificate. 

• More than half (57 percent) of beginning postsecondary students enrolled at private 

for-profit 4-year institutions planned to earn an associate’s degree at that institution. 

• Proportionately more males than females planned to earn a bachelor’s degree (42 vs. 

38 percent), and proportionately more females than males planned to earn a certificate 

(16 vs. 10 percent). 

• Proportionately fewer students 20 years or older than younger students were seeking a 

bachelor’s degree. 

• As they progressed through the next 3 years, 60 percent of all beginning postsecondary 

students were enrolled full time each term they were enrolled (although they were not 

necessarily enrolled each term) (table 1.4). Another 14 percent were always enrolled 

part time, and the remaining 27 percent had a mixture of full- and part-time 

enrollment. 

• At 4-year institutions, 77 percent of beginning postsecondary students were always 

enrolled full time, as were 75 percent at less-than-2-year institutions; at 2-year 

institutions, fewer (41 percent) were always enrolled full time. 

• Among beginning postsecondary students who were 30 years or older when they first 

enrolled, 39 percent were enrolled exclusively part time. 

• Among recent (2003) high school graduates, 35 percent were enrolled in college full 

time in fall 2003 and seeking a bachelor’s degree (table 1.5). Another 19 percent were 

working toward an associate’s degree, and 9 percent were working toward a certificate. 

The remaining 37 percent were either not enrolled full time or were enrolled but had 

no degree plans. 

Gender 

• Women constituted a majority of beginning postsecondary students overall (57 

percent), but the distribution of males and females varied by type of institution (table 

1.6). Women made up 56 percent of the beginning student population at both 2- and 4-

year institutions, but they accounted for 73 percent at less-than-2-year institutions. 
Section 1: Student Characteristics 

33 

• Proportionately more students 30 years or older were female (66 percent) than in any 

other age group. 

• A greater percentage of Black and Hispanic beginning postsecondary students (62 and 

61 percent, respectively) were female than were White or Asian students (56 and 52 

percent). 

Disabilities 

• Ten percent of all beginning postsecondary students reported having a disability when 

they were first enrolled in 2003–04 (table 1.6). 

• At private for-profit institutions, 13 percent of the beginning students reported having a 

disability. 

• Nine percent of dependent beginning students reported a disability, compared with 14 

percent of independent students. 

Age 

• Beginning postsecondary students in 2003–04 tended to enroll soon after high school: 

43 percent were 18 years or younger, and 23 percent were 19 years old (table 1.7). 

However, 13 percent were 30 years or older when they first enrolled in postsecondary 

education. 

• Two-year and less-than-2-year institutions had proportionately more beginning 

postsecondary students who were 30 years or older (19 and 27 percent, respectively) 

than 4-year institutions (5 percent). 

• Among beginning students with certificate plans, 26 percent were 30 years or older; 

among those with associate’s degree plans, 17 percent were 30 years or older; among 

those with bachelor’s degree plans, 4 percent were 30 years or older. 

• Proportionately more males than females were 19 years old when they first enrolled 

(27 percent versus 21 percent), but proportionately more females than males were 30 

years or older when they first enrolled (15 percent versus 10 percent).

Race/Ethnicity 

• Overall, 62 percent of beginning postsecondary students in 2003–04 were White, 15 

percent were Hispanic, 13 percent were Black, and 5 percent were Asian. The 

remaining students were American Indian (1 percent) and multiple or other races (4 

percent) (table 1.8). 

• The racial/ethnic distribution of beginning postsecondary students varied by type of 

institution. At both public and private not-for-profit 4-year institutions, 70 percent 

were White, and at 2-year institutions, 60 percent were White. In contrast, at less-than2-year institutions, 38 percent were White. 
Section 1: Student Characteristics

34 

• Less-than-2-year institutions had proportionately more Black (22 percent) and 

Hispanic (33 percent) students than other institution levels. At 4-year institutions, 11 

percent of beginning postsecondary students were Black, and 10 percent were 

Hispanic; at 2-year institutions, the corresponding proportions were 15 and 16 percent. 

Dependency and Marital Status 

• At the 4-year level, 93 percent of beginning postsecondary students at public 

institutions and 91 percent at private not-for-profit institutions were financially 

dependent (table 1.9). At private for-profit 4-year institutions, in contrast, roughly half 

(47 percent) were financially dependent.

• At private for-profit 4-year institutions, 22 percent of beginning postsecondary students 

were single parents. Private for-profit institutions at other levels also had relatively 

large proportions of single parents: 27 percent at 2-year institutions and 32 percent at 

less-than-2-year institutions. 

• Of the beginning postsecondary students who enrolled exclusively part time, 33 

percent were married, and another 15 percent were single parents. 

Parents’ Education and Income 

• Among all beginning postsecondary students, 36 percent had parents who had not gone 

beyond high school, 25 percent had at least one parent with some postsecondary 

education, and 39 percent had at least one parent with a bachelor’s degree (table 1.10). 

• The level of institution at which students first enrolled and parents’ education were 

related. For example, 65 percent of those enrolling at less-than-2-year institutions had 

parents who had not gone beyond high school, compared with 43 percent of those 

starting at 2-year institutions and 23 percent of those starting at 4-year institutions.

Conversely, 55 percent of students starting at the 4-year level had a parent with a 

bachelor’s degree, compared with 28 percent of those at 2-year institutions and 15 

percent of those at less-than-2-year institutions. 

• Thirty percent of dependent beginning postsecondary students at 4-year institutions 

came from families with annual incomes of $92,000 or more, compared with 17 

percent of those at 2-year institutions and 4 percent of those at less-than-2-year 

institutions (table 1.11).

• About two-thirds (65 percent) of students who began at less-than-2-year institutions 

came from families in the lowest income group (less than $32,000). 

Attendance Patterns in the First Year 

• In their first year, 59 percent of all 2003–04 beginning students were enrolled full time 

for a full academic year (9 or more months) (table 1.12). 
Section 1: Student Characteristics 

35 

• Eighty percent of the beginning students at 4-year institutions, 61 percent at less-than2-year institutions, and 39 percent at 2-year institutions were enrolled full-time/fullyear in 2003–04. 

• At public 2-year institutions, about one-fourth (27 percent) of the beginning students 

were enrolled part time for a full academic year and another one-fourth (26 percent) 

were enrolled part time for less than a full academic year. 

• At private for-profit institutions, about one-fourth (24 percent) of the beginning 

students were enrolled full time for less than a full academic year. 
Section 1: Student Characteristics

36 

Table 1.1.—Percentage distribution of beginning postsecondary students’ first institution level, by student 

Table 1.1.—and institutional characteristics: 2003–04 

Student and institutional characteristics 4-year 2-year Less-than-2-year

 Total 43.6 48.1 8.3

Control of first institution

Public 37.6 60.6 1.8

Private not-for-profit 92.3 6.1 1.5

Private for-profit 22.8 30.9 46.3

Degree plans first year

None 23.7 75.1 1.2

Certificate 6.1 37.9 56.0

Associate’s degree 13.9 84.3 1.8

Bachelor’s degree 88.0 11.7 0.3

Enrollment intensity through 2006

Always full-time 56.2 33.2 10.5

Mixed 32.7 62.0 5.3

Always part-time 9.5 85.9 4.6

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 15.1 33.7 51.2

Associate’s degree plans 18.1 80.8 1.1

Bachelor’s degree plans 93.5 6.3 0.2

Gender

Male 45.0 49.8 5.2

Female 42.5 46.9 10.6

Age first year enrolled

18 years or younger 59.3 37.2 3.5

19 years 51.0 44.1 5.0

20–23 years 22.1 63.6 14.3

24–29 years 19.5 60.0 20.6

30 or older 14.9 68.5 16.7

Race/ethnicity

White 48.0 46.9 5.1

Black 34.1 52.4 13.5

Hispanic 30.3 51.5 18.3

Asian/Pacific Islander 53.5 41.8 4.7

American Indian 35.9 54.1 10.0

Multiple races/other 45.8 46.6 7.5

Dependency status first year

Dependent 54.4 41.4 4.2

Independent 17.1 64.6 18.3

Unmarried, no dependents 21.7 64.0 14.3

Single parent 17.3 58.6 24.1

Married 14.2 70.5 15.3

Highest education of parents

High school or less 28.2 57.4 14.5

Some postsecondary 38.8 54.9 6.3

Bachelor’s degree or higher 62.2 34.8 3.0

See notes at end of table.
Section 1: Student Characteristics 

37 

Table 1.1.—Percentage distribution of beginning postsecondary students’ first institution level, by student 

Table 1.1.—and institutional characteristics: 2003–04—Continued 

Student and institutional characteristics 4-year 2-year Less-than-2-year

Dependent student family income 

Less than $32,000 42.9 46.3 10.9

$32,000–59,999 50.1 46.0 3.9

$60,000–91,999 57.2 41.7 1.1

$92,000 or more 69.9 29.3 0.8

Admissions test taken (ACT/SAT)1

Did not take tests 12.0 70.4 17.6

Took tests 60.8 36.6 2.6

Admissions test scores (ACT/SAT)1

Lowest 32.9 61.0 6.1

Low middle 54.7 42.7 2.6

High middle 70.8 28.2 1.0

Highest 86.5 12.8 0.6

Highest level of high school mathematics1

Below Algebra II 20.5 68.9 10.7

Algebra II 33.7 57.5 8.7

Trigonometry 55.9 39.5 4.6

Pre-calculus 68.7 29.4 1.9

Calculus 84.4 14.6 1.0

Federal Pell Grant received in first year

Dependent Pell Grant recipients 51.0 37.4 11.7

Independent Pell Grant recipients 19.1 50.7 30.1

1 Beginners under age 24 only.

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. 

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native 

Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because 

of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and 

had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents in 2002. Categories 

represent the income quartile ranges of all dependent student families. This table includes students enrolled at postsecondary institutions 

in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 1: Student Characteristics

38 

Table 1.2.—Percentage distribution of beginning postsecondary students’ first institution control, by student 

Table 1.1.—and institutional characteristics: 2003–04

Student and institutional characteristics Public Private not-for-profit Private for-profit

 Total 70.4 14.9 14.7

Level of first institution

4-year 60.7 31.6 7.7

2-year 88.6 1.9 9.5

Less-than-2-year 15.2 2.7 82.0

Degree plans first year

None 90.0 6.5 3.5

Certificate 38.4 4.3 57.3

Associate’s degree 80.3 5.3 14.4

Bachelor’s degree 66.8 29.3 3.9

Enrollment intensity through 2006

Always full-time 60.7 20.0 19.3

Mixed 81.0 9.4 9.6

Always part-time 91.9 3.4 4.8

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 31.4 7.2 61.4

Associate’s degree plans 81.9 7.6 10.4

Bachelor’s degree plans 66.6 31.6 1.8

Gender

Male 73.0 14.9 12.1

Female 68.4 14.9 16.7

Age first year enrolled

18 years or younger 72.6 19.9 7.6

19 years 73.2 17.6 9.2

20–23 years 65.5 7.9 26.5

24–29 years 58.7 6.1 35.2

30 or older 70.0 6.0 24.0

Race/ethnicity

White 73.6 16.3 10.1

Black 61.6 12.8 25.6

Hispanic 62.6 11.6 25.7

Asian/Pacific Islander 77.5 15.4 7.1

American Indian 77.2 8.5 14.2

Multiple races/other 69.6 12.5 17.9

Dependency status first year

Dependent 73.0 18.5 8.5

Independent 64.1 6.0 29.9

Unmarried, no dependents 65.5 6.8 27.8

Single parent 54.0 6.6 39.5

Married 72.5 5.1 22.4

Highest education of parents

High school or less 67.5 8.8 23.7

Some postsecondary 74.1 12.3 13.6

Bachelor’s degree or higher 70.9 22.7 6.3

See notes at end of table.
Section 1: Student Characteristics 

39 

Table 1.2.—Percentage distribution of beginning postsecondary students’ first institution control, by student 

Table 1.1.—and institutional characteristics: 2003–04—Continued

Student and institutional characteristics Public Private not-for-profit Private for-profit

Dependent student family income 

Less than $32,000 66.4 15.1 18.5

$32,000–59,999 74.6 16.4 9.1

$60,000–91,999 79.3 17.2 3.5

$92,000 or more 71.0 26.7 2.4

Admissions test taken (ACT/SAT)1

Did not take tests 64.9 5.8 29.4

Took tests 73.4 20.2 6.4

Admissions test scores (ACT/SAT)1

Lowest 75.3 10.7 14.0

Low middle 78.7 15.1 6.2

High middle 75.8 20.0 4.1

Highest 63.0 35.9 1.1

Highest level of high school mathematics1

Below Algebra II 72.0 8.0 20.0

Algebra II 73.5 10.9 15.6

Trigonometry 73.3 16.5 10.2

Pre-calculus 72.7 21.3 6.0

Calculus 64.6 34.0 1.4

Federal Pell Grant received in first year

Dependent Pell Grant recipients 60.6 18.2 21.2

Independent Pell Grant recipients 44.8 6.4 48.8

1 Beginners under age 24 only.

NOTE: Full-time enrollment is 12 or more credits per term or 24 credits per year. Black includes African American, Hispanic includes 

Latino, American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other includes respondents having 

origins in a race not listed. Pacific Islanders have been combined with Asians because of small sample sizes. Race categories exclude 

Hispanic origin unless specified. Dependent students were under age 24, unmarried, and had no dependents of their own in 2003. 

Family income of dependent students is the annual income of the parents in 2002. Categories represent the income quartile ranges of 

all dependent student families. This table includes students enrolled at postsecondary institutions in Puerto Rico. Detail may not sum 

to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 1: Student Characteristics

40 

Table 1.3.—Percentage distribution of beginning postsecondary students’ degree plans at their first 

Table 1.2.—institution, by student and institutional characteristics: 2003–04 

Student and institutional Associate’s Bachelor’s

characteristics None Certificate degree degree

 Total 10.4 13.2 36.3 40.0

Type of first institution

4-year

Public 6.8 1.7 7.0 84.4

Private not-for-profit 4.6 1.9 9.2 84.4

Private for-profit 0.6 3.0 57.2 39.2

2-year

Public 17.7 8.2 63.8 10.4

Private not-for-profit 3.9 15.8 68.4 11.8

Private for-profit 5.0 30.1 61.3 3.5

Less-than-2-year

Public 0.6 89.7 8.6 1.1

Private for-profit 1.7 89.6 7.4 1.2

Level of first institution

4-year 5.6 1.9 11.6 80.9

2-year 16.2 10.4 63.6 9.8

Less-than-2-year 1.6 89.2 8.0 1.3

Control of first institution

Public 13.3 7.2 41.5 38.0

Private not-for-profit 4.5 3.8 13.0 78.7

Private for-profit 2.5 51.5 35.4 10.6

Enrollment intensity through 2006

Always full-time 6.7 14.8 27.9 50.7

Mixed 12.1 10.3 45.4 32.3

Always part-time 23.4 12.3 55.5 8.8

Gender

Male 10.9 10.0 36.7 42.4

Female 10.0 15.7 36.0 38.3

Age first year enrolled

18 years or younger 8.9 6.4 28.5 56.2

19 years 8.3 8.6 34.9 48.2

20–23 years 12.6 21.6 46.7 19.1

24–29 years 11.4 28.9 47.8 11.9

30 or older 16.0 26.3 47.1 10.6

Race/ethnicity

White 10.6 9.8 35.3 44.2

Black 6.1 20.8 43.5 29.6

Hispanic 12.3 22.5 35.5 29.6

Asian/Pacific Islander 13.9 7.1 29.8 49.2

American Indian 5.8 15.3 51.9 27.0

Multiple races/other 10.9 12.6 36.0 40.5

Dependency status first year

Dependent 9.3 7.6 31.8 51.2

Independent 13.0 26.9 47.3 12.8

Unmarried, no dependents 10.1 21.8 50.2 17.8

Single parent 11.8 33.4 43.2 11.6

Married 15.8 24.2 49.2 10.7

See notes at end of table.
Section 1: Student Characteristics 

41 

Table 1.3.—Percentage distribution of beginning postsecondary students’ degree plans at their first 

Table 1.2.—institution, by student and institutional characteristics: 2003–04—Continued 

Student and institutional Associate’s Bachelor’s

characteristics None Certificate degree degree

Highest education of parents

High school or less 11.4 21.2 43.0 24.3

Some postsecondary 9.9 11.9 43.3 34.9

Bachelor’s degree or higher 9.2 5.9 25.9 59.0

Dependent student family income 

Less than $32,000 6.9 14.6 39.0 39.6

$32,000–59,999 9.9 7.8 36.2 46.1

$60,000–91,999 10.6 4.3 30.6 54.5

$92,000 or more 9.8 3.1 20.0 67.0

Admissions test taken (ACT/SAT)1

Did not take tests 12.9 25.2 48.8 13.1

Took tests 8.4 5.4 29.4 56.8

Admissions test scores (ACT/SAT)1

Lowest 7.6 11.5 49.0 31.9

Low middle 9.7 5.1 35.5 49.8

High middle 9.3 2.8 22.2 65.7

Highest 7.0 2.1 9.5 81.5

Highest level of high school mathematics1

Below Algebra II 12.7 17.4 50.8 19.1

Algebra II 11.0 13.6 43.5 31.9

Trigonometry 7.1 8.1 33.1 51.7

Pre-calculus 9.0 4.1 22.7 64.2

Calculus 5.7 2.3 10.9 81.0

Federal Pell Grant received in first year

Dependent Pell Grant recipients 4.8 15.6 33.6 46.0

Independent Pell Grant recipients 5.2 37.8 44.9 12.1

1 Beginners under age 24 only.

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. 

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes 

Native Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with

Asians because of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, 

unmarried, and had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents 

in 2002. Categories represent the income quartile ranges of all dependent student families. Totals include students in private 

not-for-profit less-than-2-year institutions; sample size was too small to show as a separate category. This table includes students 

enrolled at postsecondary institutions in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 1: Student Characteristics

42 

Table 1.4.—Percentage distribution of 2003–04 beginning postsecondary students’ enrollment intensity 

Table 1.3.—through 2006, by student and institutional characteristics

Student and institutional characteristics Always full-time Mixed Always part-time

 Total 59.5 26.9 13.5

Type of first institution

4-year

Public 76.2 21.1 2.7

Private not-for-profit 80.6 16.6 2.7

Private for-profit 66.5 27.8 5.7

2-year

Public 35.9 37.3 26.8

Private not-for-profit 71.4 20.3 8.3

Private for-profit 83.8 13.2 3.0

Less-than-2-year

Public 50.7 25.3 23.9

Private for-profit 79.8 15.6 4.7

Level of first institution

4-year 76.8 20.2 3.0

2-year 41.1 34.7 24.2

Less-than-2-year 75.3 17.2 7.5

Control of first institution

Public 51.3 31.0 17.7

Private not-for-profit 80.0 16.9 3.1

Private for-profit 78.0 17.6 4.4

Degree plans first year

None 38.2 31.3 30.5

Certificate 66.5 20.9 12.6

Associate’s degree 45.6 33.6 20.7

Bachelor’s degree 75.3 21.7 3.0

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 87.3 12.7 †

Associate’s degree plans 70.9 29.1 †

Bachelor’s degree plans 82.7 17.3 †

Gender

Male 60.0 26.6 13.4

Female 59.2 27.2 13.7

Age first year enrolled

18 years or younger 69.1 25.7 5.2

19 years 64.9 27.5 7.6

20–23 years 52.3 28.2 19.5

24–29 years 48.6 28.1 23.3

30 or older 32.8 27.9 39.3

Race/ethnicity

White 61.3 25.2 13.5

Black 59.7 27.1 13.2

Hispanic 53.4 30.4 16.2

Asian/Pacific Islander 58.8 32.2 9.0

American Indian 41.8 37.1 21.1

Multiple races/other 58.5 32.1 9.4

See notes at end of table.
Section 1: Student Characteristics 

43 

Table 1.4.—Percentage distribution of 2003–04 beginning postsecondary students’ enrollment intensity 

Table 1.3.—through 2006, by student and institutional characteristics: 2006—Continued 

Student and institutional characteristics Always full-time Mixed Always part-time

Dependency status first year

Dependent 66.0 26.6 7.3

Independent 43.7 27.6 28.7

Unmarried, no dependents 45.2 29.0 25.8

Single parent 55.5 25.5 19.0

Married 31.9 28.7 39.4

Highest education of parents

High school or less 54.3 26.1 19.6

Some postsecondary 56.9 30.5 12.6

Bachelor’s degree or higher 66.7 25.4 7.9

Dependent student family income 

Less than $32,000 69.2 23.7 7.1

$32,000–59,999 63.1 28.8 8.1

$60,000–91,999 63.7 28.4 7.9

$92,000 or more 69.5 25.0 5.5

Admissions test taken (ACT/SAT)1

Did not take tests 51.9 29.9 18.1

Took tests 68.5 25.8 5.7

Admissions test scores (ACT/SAT)1

Lowest 59.2 31.0 9.8

Low middle 64.2 28.4 7.4

High middle 70.7 25.4 3.9

Highest 80.7 18.0 1.3

Highest level of high school mathematics1

Below Algebra II 52.0 30.6 17.4

Algebra II 58.1 31.1 10.8

Trigonometry 69.2 24.2 6.6

Pre-calculus 70.3 25.9 3.8

Calculus 80.2 18.1 1.7

Federal Pell Grant received in first year

Dependent Pell Grant recipients 76.6 20.7 2.7

Independent Pell Grant recipients 65.2 26.5 8.4

† Not applicable.

1 Beginners under age 24 only.

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. 

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes 

Native Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians 

because of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, 

unmarried, and had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents 

in 2002. Categories represent the income quartile ranges of all dependent student families. Totals include students in private 

not-for-profit less-than-2-year institutions; sample size was too small to show as a separate category. This table includes students 

enrolled at postsecondary institutions in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 1: Student Characteristics

44 

Table 1.5.—Percentage distribution of the degree plans of beginning postsecondary students who were 

Table 1.5.—recent (2003) high school graduates, by fall 2003 enrollment intensity and student and 

Table 1.5.—institutional characteristics: 2003–04

Not enrolled

Student and institutional Associate’s Bachelor’s full time fall 2003

characteristics Certificate degree degree or no degree plans

 Total 8.9 19.3 35.3 36.5

Type of first institution

4-year

Public 1.4 5.2 78.4 15.1

Private not-for-profit 1.2 6.5 79.0 13.3

Private for-profit 2.4 37.5 27.0 33.0

2-year

Public 3.3 30.1 5.8 60.8

Private not-for-profit 15.0 53.2 11.3 20.6

Private for-profit 24.7 43.1 3.1 29.2

Less-than-2-year

Public 51.0 4.6 0.7 43.7

Private for-profit 70.7 5.6 1.0 22.6

Level of first institution

4-year 1.4 8.1 74.6 15.9

2-year 5.6 31.7 5.7 57.0

Less-than-2-year 67.6 5.8 1.0 25.5

Control of first institution

Public 3.4 20.3 33.0 43.3

Private not-for-profit 3.0 9.5 73.7 13.7

Private for-profit 40.9 24.5 7.6 27.0

Enrollment intensity through 2006

Always full-time 12.9 23.0 48.8 15.3

Mixed 4.6 20.7 23.2 51.5

Always part-time † † † 100.0

Gender

Male 6.4 20.2 36.7 36.6

Female 10.7 18.6 34.2 36.4

Race/ethnicity

White 6.1 19.0 39.8 35.0

Black 14.9 24.2 23.8 37.1

Hispanic 16.4 17.7 24.3 41.6

Asian/Pacific Islander 3.9 14.2 44.2 37.7

American Indian 7.8 15.9 20.6 55.6

Multiple races/other 9.7 19.7 36.6 34.0

Dependency status first year

Dependent 5.7 19.7 47.1 27.5

Independent 16.8 18.3 6.5 58.4

Unmarried, no dependents 12.4 18.4 10.3 58.9

Single parent 23.4 22.0 6.3 48.4

Married 13.5 14.9 4.4 67.2

See notes at end of table.

Enrolled full time fall 2003
Section 1: Student Characteristics 

45 

Table 1.5.—Percentage distribution of the degree plans of beginning postsecondary students who were 

Table 1.5.—recent (2003) high school graduates, by fall 2003 enrollment intensity and student and 

Table 1.5.—institutional characteristics: 2003–04—Continued

Not enrolled

Student and institutional Associate’s Bachelor’s full time fall 2003

characteristics Certificate degree degree or no degree plans

Highest education of parents

High school or less 14.4 21.8 19.9 43.9

Some postsecondary 7.6 23.7 30.7 38.0

Bachelor’s degree or higher 4.2 14.5 53.8 27.6

Dependent student family income 

Less than $32,000 11.6 25.7 35.8 27.0

$32,000–59,999 6.1 22.6 41.9 29.5

$60,000–91,999 2.7 17.8 50.4 29.1

$92,000 or more 1.8 12.1 62.9 23.2

Admissions test taken (ACT/SAT)1

Did not take tests 18.6 24.7 8.1 48.6

Took tests 3.9 19.2 52.6 24.3

Admissions test scores (ACT/SAT)1

Lowest 8.0 31.0 26.9 34.1

Low middle 3.6 22.8 45.4 28.2

High middle 2.5 15.4 61.3 20.9

Highest 1.7 6.7 78.4 13.3

Highest level of high school mathematics1

Below Algebra II 12.5 28.1 14.5 44.9

Algebra II 9.9 26.1 26.9 37.1

Trigonometry 5.8 20.3 47.0 26.9

Pre-calculus 3.2 15.6 60.3 20.8

Calculus 1.9 7.8 77.5 12.7

Federal Pell Grant received in first year

Dependent Pell Grant recipients 13.7 26.2 43.6 16.6

Independent Pell Grant recipients 29.6 26.9 8.0 35.5

† Not applicable.

1 Beginners under age 24 only.

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year.

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes 

Native Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians 

because of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, 

unmarried, and had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents 

in 2002. Categories represent the income quartile ranges of all dependent student families. Totals include students in private 

not-for-profit less-than-2-year institutions; sample size was too small to show as a separate category. This table includes students 

enrolled at postsecondary institutions in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).

Enrolled full time fall 2003
Section 1: Student Characteristics

46 

Table 1.6.—Percentage distribution of beginning postsecondary students’ gender and the percentage reporting a 

Table 1.5.—disability, by student and institutional characteristics: 2003–04

Student and institutional characteristics Male Female Any disability

 Total 42.6 57.4 10.3

Type of first institution

4-year

Public 44.6 55.4 7.5

Private not-for-profit 43.0 57.0 8.8

Private for-profit 43.7 56.3 11.2

2-year

Public 44.0 56.0 11.3

Private not-for-profit 39.8 60.2 10.7

Private for-profit 45.5 54.5 15.9

Less-than-2-year

Public 42.6 57.4 12.1

Private for-profit 23.8 76.2 12.9

Level of first institution

4-year 44.0 56.0 8.2

2-year 44.0 56.0 11.8

Less-than-2-year 26.9 73.1 12.7

Control of first institution

Public 44.2 55.8 9.9

Private not-for-profit 42.6 57.4 8.9

Private for-profit 35.0 65.0 13.4

Degree plans first year

None 44.7 55.3 11.8

Certificate 32.1 67.9 13.7

Associate’s degree 43.0 57.0 10.8

Bachelor’s degree 45.1 54.9 8.2

Enrollment intensity through 2006

Always full-time 42.9 57.1 9.9

Mixed 42.1 57.9 10.4

Always part-time 42.1 57.9 11.9

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 36.4 63.6 10.9

Associate’s degree plans 46.8 53.2 8.7

Bachelor’s degree plans 43.7 56.3 7.3

Age first year enrolled

18 years or younger 41.9 58.1 8.4

19 years 48.8 51.2 9.3

20–23 years 44.8 55.2 11.4

24–29 years 39.5 60.5 12.9

30 or older 33.5 66.5 15.4

Race/ethnicity

White 43.8 56.2 11.1

Black 38.1 61.9 7.3

Hispanic 39.4 60.6 8.9

Asian/Pacific Islander 48.3 51.7 5.9

American Indian 39.3 60.7 19.9

Multiple races/other 45.4 54.6 16.7

See notes at end of table.
Section 1: Student Characteristics 

47 

Table 1.6.—Percentage distribution of beginning postsecondary students’ gender and the percentage reporting a 

Table 1.5.—disability, by student and institutional characteristics: 2003–04—Continued

Student and institutional characteristics Male Female Any disability

Dependency status first year

Dependent 46.2 53.8 8.8

Independent 33.8 66.2 13.9

Unmarried, no dependents 52.7 47.3 16.5

Single parent 19.7 80.3 13.3

Married 35.0 65.0 12.9

Highest education of parents

High school or less 38.4 61.6 10.1

Some postsecondary 39.8 60.2 10.7

Bachelor’s degree or higher 48.2 51.8 9.9

Dependent student family income 

Less than $32,000 41.8 58.2 9.2

$32,000–59,999 44.7 55.3 8.3

$60,000–91,999 47.7 52.3 7.9

$92,000 or more 51.2 48.8 9.9

Admissions test taken (ACT/SAT)1

Did not take tests 44.2 55.8 11.6

Took tests 44.5 55.5 8.5

Admissions test scores (ACT/SAT)1

Lowest 40.3 59.7 8.5

Low middle 42.5 57.5 9.2

High middle 46.9 53.1 8.7

Highest 48.7 51.3 7.5

Highest level of high school mathematics1

Below Algebra II 43.8 56.2 13.2

Algebra II 43.3 56.7 9.8

Trigonometry 42.1 57.9 8.8

Pre-calculus 45.0 55.0 7.9

Calculus 49.0 51.0 6.0

Federal Pell Grant received in first year

Dependent Pell Grant recipients 41.7 58.3 8.6

Independent Pell Grant recipients 25.0 75.0 15.7

1 Beginners under age 24 only.

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. 

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native 

Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because of 

small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and had no 

dependents of their own in 2003. Family income of dependent students is the annual income of the parents in 2002. Categories represent the 

income quartile ranges of all dependent student families. Totals include students in private not-for-profit less-than-2-year institutions; sample 

size was too small to show as a separate category. “Any disability” includes students who reported having a “long-lasting” condition such as 

blindness, deafness, a severe vision or hearing impairment; a condition that limits “one or more of the basic physical activities such as 

walking, climbing stairs, reaching, lifting, or carrying”; or who responded they had any other physical, mental, or emotional condition that 

lasted 6 or more months and who had difficulty doing one of the following five activities: getting to school, getting around campus, learning, 

dressing, or working at a job. This table includes students enrolled at postsecondary institutions in Puerto Rico. Detail may not sum to totals 

because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 1: Student Characteristics

48 

Table 1.7.—Percentage distribution of beginning postsecondary students’ age, by student and institutional 

Table 1.6.—characteristics: 2003–04

Student and institutional 18 years 30 years

characteristics or younger 19 years 20–23 years 24–29 years or older

 Total 42.6 23.4 12.8 7.9 13.3

Type of first institution

4-year

Public 61.5 28.8 5.4 2.0 2.4

Private not-for-profit 58.9 28.7 5.7 2.7 4.1

Private for-profit 27.4 11.8 18.6 19.1 23.2

2-year

Public 34.2 22.0 16.0 8.9 18.8

Private not-for-profit 35.2 19.6 18.8 10.5 15.9

Private for-profit 20.9 16.3 25.4 17.6 19.8

Less-than-2-year

Public 8.0 10.5 11.7 21.2 48.5

Private for-profit 19.7 14.9 23.9 19.4 22.1

Level of first institution

4-year 58.0 27.4 6.5 3.5 4.5

2-year 32.9 21.4 17.0 9.8 18.9

Less-than-2-year 18.0 13.9 22.0 19.4 26.6

Control of first institution

Public 44.0 24.3 12.0 6.5 13.2

Private not-for-profit 56.9 27.8 6.8 3.2 5.3

Private for-profit 21.8 14.6 23.1 18.8 21.6

Degree plans first year

None 36.5 18.8 15.5 8.6 20.5

Certificate 20.5 15.1 20.9 17.1 26.3

Associate’s degree 33.4 22.5 16.5 10.3 17.2

Bachelor’s degree 59.8 28.2 6.1 2.3 3.5

Enrollment intensity through 2006

Always full-time 49.5 25.5 11.3 6.4 7.3

Mixed 40.7 23.9 13.4 8.2 13.7

Always part-time 16.3 13.1 18.5 13.5 38.5

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 62.1 33.7 4.2 # #

Associate’s degree plans 63.4 34.7 1.9 # #

Bachelor’s degree plans 69.3 29.9 0.9 # #

Gender

Male 42.0 26.8 13.5 7.3 10.4

Female 43.1 20.9 12.3 8.3 15.4

Race/ethnicity

White 44.1 26.0 10.5 6.7 12.7

Black 33.3 17.5 19.2 12.0 18.0

Hispanic 41.2 19.0 16.3 9.6 13.9

Asian/Pacific Islander 52.4 21.4 13.3 6.6 6.3

American Indian 23.7 24.7 18.7 14.2 18.7

Multiple races/other 47.0 22.1 13.4 5.4 12.0

See notes at end of table.
Section 1: Student Characteristics 

49 

Table 1.7.—Percentage distribution of beginning postsecondary students’ age, by student and institutional 

Table 1.6.—characteristics: 2003–04—Continued

Student and institutional 18 years 30 years

characteristics or younger 19 years 20–23 years 24–29 years or older

Dependency status first year

Dependent 57.7 31.0 11.2 † †

Independent 5.8 4.9 16.7 27.0 45.6

Unmarried, no dependents 7.5 4.4 11.3 39.0 37.8

Single parent 8.2 6.6 24.6 24.0 36.7

Married 2.6 3.6 12.8 22.4 58.6

Highest education of parents

High school or less 30.8 18.5 15.2 11.1 24.3

Some postsecondary 45.1 24.8 13.4 7.8 8.9

Bachelor’s degree or higher 53.0 27.8 9.9 4.5 4.8

Dependent student family income 

Less than $32,000 52.9 30.4 16.7 # #

$32,000–59,999 56.0 33.1 10.9 # #

$60,000–91,999 61.8 29.4 8.9 # #

$92,000 or more 61.1 31.3 7.6 # #

Admissions test taken (ACT/SAT)1

Did not take tests 36.8 26.9 36.2 † †

Took tests 58.5 30.4 11.1 † †

Admissions test scores (ACT/SAT)1

Lowest 49.1 30.1 20.8 † †

Low middle 59.3 30.1 10.6 † †

High middle 59.8 31.6 8.5 † †

Highest 65.8 29.9 4.3 † †

Highest level of high school mathematics1

Below Algebra II 40.7 28.2 31.1 † †

Algebra II 50.5 29.2 20.3 † †

Trigonometry 54.4 30.8 14.7 † †

Pre-calculus 61.1 30.4 8.5 † †

Calculus 64.4 30.0 5.6 † †

Federal Pell Grant received in first year

Dependent Pell Grant recipients 57.9 30.4 11.7 † †

Independent Pell Grant recipients 6.5 5.4 21.5 30.0 36.6

† Not applicable.

# Rounds to zero.

1 Beginners under age 24 only.

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. 

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes 

Native Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians 

because of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, 

unmarried, and had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents 

in 2002. Categories represent the income quartile ranges of all dependent student families. Totals include students in private 

not-for-profit less-than-2-year institutions; sample size was too small to show as a separate category. This table includes students 

enrolled at postsecondary institutions in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 1: Student Characteristics

50 

Table 1.8.—Percentage distribution of beginning postsecondary students’ race/ethnicity, by student and 

Table 1.7.—institutional characteristics: 2003–04

Asian/

Student and institutional Pacific American Multiple

characteristics White Black Hispanic Islander Indian races/other

 Total 61.7 13.5 15.0 5.1 0.7 4.1

Type of first institution

4-year

Public 69.7 8.8 9.6 7.0 0.7 4.2

Private not-for-profit 69.9 11.4 9.8 5.3 0.2 3.4

Private for-profit 45.6 21.3 19.7 4.0 1.0 8.4

2-year

Public 61.2 13.8 15.6 4.7 0.7 3.9

Private not-for-profit 44.9 16.4 28.2 3.5 2.9 4.1

Private for-profit 53.3 22.7 17.9 1.4 0.4 4.1

Less-than-2-year

Public 65.2 8.2 17.0 4.5 2.0 3.1

Private for-profit 33.3 24.9 35.0 2.4 0.6 3.8

Level of first institution

4-year 67.9 10.5 10.4 6.2 0.5 4.3

2-year 60.1 14.7 16.1 4.4 0.7 4.0

Less-than-2-year 37.8 21.9 33.0 2.9 0.8 3.7

Control of first institution

Public 64.5 11.8 13.4 5.6 0.7 4.0

Private not-for-profit 67.6 11.6 11.8 5.3 0.4 3.4

Private for-profit 42.3 23.4 26.2 2.5 0.6 5.0

Degree plans first year

None 62.7 8.0 17.8 6.8 0.4 4.3

Certificate 45.8 21.2 25.6 2.7 0.8 3.9

Associate’s degree 60.0 16.1 14.7 4.2 0.9 4.0

Bachelor’s degree 68.1 10.0 11.1 6.2 0.4 4.1

Enrollment intensity through 2006

Always full-time 63.5 13.5 13.5 5.0 0.5 4.0

Mixed 57.6 13.6 17.0 6.1 0.9 4.9

Always part-time 61.7 13.2 17.9 3.4 1.0 2.8

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 46.5 13.8 32.5 2.0 0.3 5.0

Associate’s degree plans 65.0 14.2 13.2 3.5 0.5 3.6

Bachelor’s degree plans 71.1 8.6 9.7 5.9 0.4 4.3

Gender

Male 63.3 12.1 13.9 5.8 0.6 4.3

Female 60.4 14.5 15.9 4.6 0.7 3.9

Age first year enrolled

18 years or younger 63.8 10.5 14.5 6.2 0.4 4.5

19 years 68.5 10.1 12.2 4.6 0.7 3.9

20–23 years 50.3 20.1 19.1 5.3 1.0 4.3

24–29 years 52.7 20.7 18.3 4.2 1.2 2.8

30 or older 58.9 18.3 15.8 2.4 0.9 3.7

See notes at end of table.
Section 1: Student Characteristics 

51 

Table 1.8.—Percentage distribution of beginning postsecondary students’ race/ethnicity, by student and 

Table 1.7.—institutional characteristics: 2003–04—Continued

Asian/

Student and institutional Pacific American Multiple

characteristics White Black Hispanic Islander Indian races/other

Dependency status first year

Dependent 65.2 10.5 13.6 5.9 0.5 4.3

Independent 53.1 20.7 18.5 3.0 1.0 3.7

Unmarried, no dependents 56.1 22.4 14.2 3.5 0.6 3.1

Single parent 40.5 31.6 20.1 2.2 1.3 4.2

Married 62.7 9.6 19.8 3.4 1.0 3.5

Highest education of parents

High school or less 51.7 16.3 23.4 4.4 0.7 3.5

Some postsecondary 64.3 14.7 12.3 3.5 0.8 4.4

Bachelor’s degree or higher 70.9 9.4 8.5 6.2 0.5 4.5

Dependent student family income 

Less than $32,000 42.0 20.4 24.7 8.4 0.6 3.9

$32,000–59,999 62.8 10.8 14.9 6.1 0.8 4.6

$60,000–91,999 77.8 6.0 7.7 3.9 0.3 4.2

$92,000 or more 80.9 3.9 5.9 4.9 0.4 4.0

Admissions test taken (ACT/SAT)1

Did not take tests 47.5 15.5 25.7 5.8 0.5 4.9

Took tests 67.0 11.0 11.7 5.6 0.6 4.1

Admissions test scores (ACT/SAT)1

Lowest 46.1 27.0 18.6 4.4 0.5 3.4

Low middle 67.2 10.0 12.8 4.4 0.7 4.8

High middle 76.5 4.7 8.8 6.0 0.8 3.2

Highest 79.0 2.0 6.1 7.6 0.3 4.9

Highest level of high school mathematics1

Below Algebra II 59.1 12.1 18.7 3.6 1.0 5.5

Algebra II 57.8 14.8 18.8 3.9 0.8 4.1

Trigonometry 63.8 12.8 13.4 5.8 0.4 3.7

Pre-calculus 67.2 11.8 11.7 5.1 0.3 3.8

Calculus 70.6 5.9 7.5 11.2 0.2 4.6

Federal Pell Grant received in first year

Dependent Pell Grant recipients 45.2 20.5 22.7 6.8 0.6 4.2

Independent Pell Grant recipients 46.0 27.0 19.3 2.0 1.0 4.8

1 Beginners under age 24 only.

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. 

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes 

Native Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians 

because of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, 

unmarried, and had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents 

in 2002. Categories represent the income quartile ranges of all dependent student families. Totals include students in private 

not-for-profit less-than-2-year institutions; sample size was too small to show as a separate category. This table includes students 

enrolled at postsecondary institutions in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 1: Student Characteristics

52 

Table 1.9.—Percentage distribution of beginning postsecondary students’ dependency and marital status, 

Table 1.8.—by student and institutional characteristics: 2003–04

Student and institutional Unmarried, Single parent Married

characteristics Dependent no dependents (independent) (independent)

 Total 70.9 7.1 10.5 11.5

Type of first institution

4-year

Public 92.7 2.6 2.2 2.5

Private not-for-profit 90.9 2.8 3.6 2.7

Private for-profit 46.6 14.0 21.6 17.7

2-year

Public 63.2 8.8 11.2 16.8

Private not-for-profit 59.0 8.1 15.4 17.6

Private for-profit 40.2 15.8 26.9 17.1

Less-than-2-year

Public 21.2 16.3 22.0 40.4

Private for-profit 38.8 11.5 32.2 17.5

Level of first institution

4-year 88.6 3.5 4.2 3.7

2-year 60.9 9.4 12.8 16.8

Less-than-2-year 36.1 12.2 30.5 21.2

Control of first institution

Public 73.5 6.6 8.1 11.8

Private not-for-profit 88.2 3.2 4.6 4.0

Private for-profit 41.0 13.4 28.1 17.4

Degree plans first year

None 63.6 6.9 11.9 17.5

Certificate 40.8 11.7 26.5 21.0

Associate’s degree 62.1 9.8 12.5 15.6

Bachelor’s degree 90.7 3.2 3.0 3.1

Enrollment intensity through 2006

Always full-time 78.6 5.4 9.8 6.2

Mixed 70.2 7.6 10.0 12.2

Always part-time 38.4 13.5 14.7 33.4

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 90.2 1.5 6.3 2.1

Associate’s degree plans 95.3 1.4 2.7 0.7

Bachelor’s degree plans 98.5 0.7 0.5 0.2

Gender

Male 76.9 8.8 4.8 9.4

Female 66.4 5.9 14.7 13.0

Age first year enrolled

18 years or younger 96.0 1.2 2.0 0.7

19 years 94.0 1.3 2.9 1.8

20–23 years 62.1 6.3 20.1 11.5

24–29 years † 35.3 32.0 32.7

30 or older † 20.2 29.1 50.7

See notes at end of table.
Section 1: Student Characteristics 

53 

Table 1.9.—Percentage distribution of beginning postsecondary students’ dependency and marital status, 

Table 1.8.—by student and institutional characteristics: 2003–04—Continued

Student and institutional Unmarried, Single parent Married

characteristics Dependent no dependents (independent) (independent)

Race/ethnicity

White 74.9 6.5 6.9 11.7

Black 55.3 11.8 24.7 8.2

Hispanic 64.1 6.7 14.0 15.1

Asian/Pacific Islander 82.9 4.9 4.5 7.7

American Indian 55.6 6.9 20.6 16.9

Multiple races/other 73.9 5.4 10.9 9.8

Highest education of parents

High school or less 54.2 10.5 15.6 19.7

Some postsecondary 74.9 6.1 10.8 8.2

Bachelor’s degree or higher 85.7 3.8 5.0 5.5

Admissions test taken (ACT/SAT)1

Did not take tests 78.2 3.0 12.1 6.6

Took tests 92.9 1.8 3.4 1.8

Admissions test scores (ACT/SAT)1

Lowest 85.9 3.9 7.1 3.1

Low middle 93.3 1.5 3.0 2.2

High middle 94.5 1.1 3.0 1.3

Highest 98.1 0.8 0.7 0.5

Highest level of high school mathematics1

Below Algebra II 80.1 3.2 10.8 5.9

Algebra II 87.3 2.1 6.9 3.6

Trigonometry 91.3 1.5 4.9 2.3

Pre-calculus 94.5 2.7 1.7 1.1

Calculus 97.0 0.9 1.4 0.6

Federal Pell Grant received in first year 58.7 8.5 21.0 11.8

† Not applicable.

1 Beginners under age 24 only.

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. 

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes 

Native Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians 

because of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, 

unmarried, and had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents 

in 2002. Categories represent the income quartile ranges of all dependent student families. Totals include students in private 

not-for-profit less-than-2-year institutions; sample size was too small to show as a separate category. This table includes students 

enrolled at postsecondary institutions in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 1: Student Characteristics

54 

Table 1.10.—Percentage distribution of beginning postsecondary students’ parents’ highest education level, 

Table 1.10.—by student and institutional characteristics: 2003–04

Student and institutional Some Bachelor’s degree

characteristics High school or less postsecondary or higher

 Total 35.9 25.2 38.9

Type of first institution

4-year

Public 21.7 22.5 55.7

Private not-for-profit 18.1 20.7 61.3

Private for-profit 53.3 25.0 21.7

2-year

Public 41.5 29.1 29.4

Private not-for-profit 54.9 20.6 24.5

Private for-profit 54.7 27.8 17.6

Less-than-2-year

Public 67.2 18.5 14.3

Private for-profit 65.0 20.5 14.5

Level of first institution

4-year 22.9 22.1 54.9

2-year 43.0 28.8 28.2

Less-than-2-year 65.2 19.9 14.9

Control of first institution

Public 34.4 26.4 39.2

Private not-for-profit 20.9 20.5 58.6

Private for-profit 59.1 23.8 17.1

Degree plans first year

None 40.4 24.5 35.2

Certificate 59.1 23.2 17.8

Associate’s degree 42.4 29.9 27.7

Bachelor’s degree 21.6 21.7 56.7

Enrollment intensity through 2006

Always full-time 32.6 23.9 43.5

Mixed 34.8 28.5 36.7

Always part-time 53.1 23.9 23.1

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 51.9 23.8 24.4

Associate’s degree plans 34.2 33.6 32.2

Bachelor’s degree plans 18.1 21.8 60.0

Gender

Male 32.4 23.5 44.1

Female 38.5 26.4 35.1

Age first year enrolled

18 years or younger 25.7 26.3 47.9

19 years 28.1 26.3 45.6

20–23 years 43.0 26.6 30.4

24–29 years 51.8 25.5 22.7

30 or older 68.0 17.4 14.6

See notes at end of table.
Section 1: Student Characteristics 

55 

Table 1.10.—Percentage distribution of beginning postsecondary students’ parents’ highest education level, 

Table 1.10.—by student and institutional characteristics: 2003–04—Continued

Student and institutional Some Bachelor’s degree

characteristics High school or less postsecondary or higher

Race/ethnicity

White 29.8 25.9 44.3

Black 44.3 28.0 27.7

Hispanic 56.6 20.9 22.4

Asian/Pacific Islander 32.2 18.2 49.7

American Indian 40.6 30.0 29.4

Multiple races/other 30.6 26.9 42.5

Dependency status first year

Dependent 27.2 26.3 46.5

Independent 58.0 22.3 19.7

Unmarried, no dependents 55.5 22.6 21.9

Single parent 54.5 26.5 19.0

Married 62.7 18.3 19.1

Dependent student family income 

Less than $32,000 47.0 29.0 23.9

$32,000–59,999 30.4 30.6 39.0

$60,000–91,999 20.1 27.6 52.4

$92,000 or more 9.1 16.8 74.1

Admissions test taken (ACT/SAT)1

Did not take tests 44.4 29.2 26.4

Took tests 25.3 25.7 49.0

Admissions test scores (ACT/SAT)1

Lowest 41.4 28.6 30.0

Low middle 28.8 29.5 41.7

High middle 19.7 26.0 54.3

Highest 10.8 18.2 70.9

Highest level of high school mathematics1

Below Algebra II 41.4 30.4 28.2

Algebra II 35.7 28.9 35.4

Trigonometry 26.9 27.6 45.5

Pre-calculus 22.6 24.4 52.9

Calculus 16.1 18.9 65.0

Federal Pell Grant received in first year

Dependent Pell Grant recipients 44.0 29.9 26.1

Independent Pell Grant recipients 61.6 22.6 15.8

1 Beginners under age 24 only.

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year.

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes 

Native Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians 

because of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, 

unmarried, and had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents 

in 2002. Categories represent the income quartile ranges of all dependent student families. Totals include students in private 

not-for-profit less-than-2-year institutions; sample size was too small to show as a separate category. This table includes students 

enrolled at postsecondary institutions in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 1: Student Characteristics

56 

Table 1.11.—Percentage distribution of dependent beginning postsecondary students’ family income, by 

Table 1.10.—student and institutional characteristics: 2003–04

Student and institutional 

characteristics Less than $32,000 $32,000–59,999 $60,000–91,999 $92,000 or more

 Total 25.1 26.7 24.9 23.3

Type of first institution

4-year

Public 18.4 24.4 28.3 28.9

Private not-for-profit 18.6 23.7 23.5 34.2

Private for-profit 48.6 32.2 11.9 7.3

2-year

Public 26.8 30.0 26.1 17.1

Private not-for-profit 49.8 19.6 13.9 16.7

Private for-profit 42.6 32.2 16.6 8.6

Less-than-2-year

Public 39.9 35.1 21.1 3.9

Private for-profit 66.8 23.8 4.9 4.5

Level of first institution

4-year 19.7 24.5 26.1 29.7

2-year 28.2 29.9 25.3 16.6

Less-than-2-year 64.7 24.6 6.4 4.3

Control of first institution

Public 22.9 27.3 27.1 22.7

Private not-for-profit 20.3 23.4 23.0 33.3

Private for-profit 54.7 28.6 10.3 6.4

Degree plans first year

None 18.5 28.4 28.5 24.6

Certificate 48.5 27.7 14.2 9.6

Associate’s degree 30.8 30.5 24.0 14.7

Bachelor’s degree 19.3 24.0 26.4 30.3

Enrollment intensity through 2006

Always full-time 26.2 25.5 24.0 24.4

Mixed 22.4 29.0 26.7 21.9

Always part-time 24.9 29.9 27.4 17.8

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 47.6 30.2 11.6 10.6

Associate’s degree plans 29.9 31.7 23.6 14.7

Bachelor’s degree plans 18.1 23.2 27.1 31.6

Gender

Male 22.7 25.8 25.7 25.8

Female 27.2 27.5 24.2 21.1

Age first year enrolled

18 years or younger 22.9 25.9 26.6 24.6

19 years 24.5 28.5 23.6 23.4

20–23 years 37.8 26.3 19.9 16.0

24–29 years ††††

30 or older ††††

See notes at end of table.
Section 1: Student Characteristics 

57 

Table 1.11.—Percentage distribution of dependent beginning postsecondary students’ family income, by 

Table 1.10.—student and institutional characteristics: 2003–04—Continued

Student and institutional 

characteristics Less than $32,000 $32,000–59,999 $60,000–91,999 $92,000 or more

Race/ethnicity

White 16.1 25.6 29.6 28.7

Black 49.1 27.7 14.4 8.8

Hispanic 46.0 29.6 14.2 10.2

Asian/Pacific Islander 36.0 28.0 16.7 19.3

American Indian 28.8 38.6 16.5 16.1

Multiple races/other 23.3 29.2 25.2 22.3

Highest education of parents

High school or less 43.2 30.2 18.7 7.9

Some postsecondary 27.4 31.3 26.4 15.0

Bachelor’s degree or higher 12.6 22.3 28.0 37.0

Admissions test taken (ACT/SAT)1

Did not take tests 41.1 28.4 19.0 11.5

Took tests 21.7 26.4 26.2 25.8

Admissions test scores (ACT/SAT)1

Lowest 37.6 29.0 20.4 13.0

Low middle 24.4 28.6 25.9 21.1

High middle 13.8 26.7 30.1 29.4

Highest 11.9 21.3 28.1 38.7

Highest level of high school mathematics1

Below Algebra II 36.9 28.5 19.7 14.9

Algebra II 30.2 29.0 24.4 16.5

Trigonometry 23.7 27.7 25.9 22.7

Pre-calculus 19.4 24.9 27.5 28.2

Calculus 15.6 22.7 25.9 35.8

Federal Pell Grant received in first year

Dependent Pell Grant recipients 63.7 34.6 1.7 #

Independent Pell Grant recipients† † † †

† Not applicable.

# Rounds to zero.

1 Beginners under age 24 only.

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. 

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes 

Native Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians 

because of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, 

unmarried, and had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents 

in 2002. Categories represent the income quartile ranges of all dependent student families. Totals include students in private 

not-for-profit less-than-2-year institutions; sample size was too small to show as a separate category. This table includes students 

enrolled at postsecondary institutions in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 1: Student Characteristics

58 

Table 1.12.—Percentage distribution of beginning postsecondary students’ attendance pattern in their first 

Table 1.12.—year, by student and institutional characteristics: 2003–04

Student and institutional Full-time/ Full-time/ Part-time/ Part-time/

characteristics full-year part-year full-year part-year

 Total 58.5 12.4 15.8 13.4

Type of first institution

4-year

Public 83.8 6.4 7.1 2.7

Private not-for-profit 80.2 11.2 5.1 3.6

Private for-profit 50.6 24.4 13.5 11.6

2-year

Public 35.3 12.1 27.1 25.6

Private not-for-profit 68.3 14.3 6.6 10.7

Private for-profit 62.2 25.4 6.9 5.4

Less-than-2-year

Public 44.7 14.0 26.4 14.9

Private for-profit 63.8 23.2 7.6 5.4

Level of first institution

4-year 80.1 9.3 6.9 3.7

2-year 38.5 13.4 24.7 23.3

Less-than-2-year 60.9 22.0 10.3 6.7

Control of first institution

Public 53.6 10.0 19.6 16.8

Private not-for-profit 79.2 11.7 5.2 4.0

Private for-profit 60.5 24.1 8.7 6.7

Degree plans first year

None 37.1 11.5 22.4 29.1

Certificate 54.9 19.4 12.9 12.8

Associate’s degree 42.1 14.4 24.3 19.2

Bachelor’s degree 80.3 8.3 7.2 4.2

Gender

Male 58.3 13.2 14.9 13.6

Female 58.7 11.7 16.4 13.2

Age first year enrolled

18 years or younger 72.8 9.5 11.5 6.2

19 years 68.3 10.5 12.6 8.6

20–23 years 40.9 20.0 17.6 21.5

24–29 years 37.1 17.7 21.7 23.5

30 or older 26.4 13.9 29.3 30.5

Race/ethnicity

White 61.1 11.3 15.5 12.1

Black 54.0 14.7 16.1 15.2

Hispanic 51.4 14.0 17.0 17.6

Asian/Pacific Islander 62.7 10.8 15.0 11.5

American Indian 35.0 16.4 26.1 22.5

Multiple races/other 60.2 15.0 13.4 11.4

Highest education of parents

High school or less 49.3 14.2 18.5 18.0

Some postsecondary 57.6 11.5 18.2 12.6

Bachelor’s degree or higher 68.8 10.9 11.2 9.2

See notes at end of table.
Section 1: Student Characteristics 

59 

Table 1.12.—Percentage distribution of beginning postsecondary students’ attendance pattern in their first 

Table 1.12.—year, by student and institutional characteristics: 2003–04—Continued

Student and institutional Full-time/ Full-time/ Part-time/ Part-time/

characteristics full-year part-year full-year part-year

Admissions test taken (ACT/SAT)1

Did not take tests 44.0 17.4 18.4 20.2

Took tests 72.1 10.0 11.4 6.5

Admissions test scores (ACT/SAT)1

Lowest 60.0 12.5 16.8 10.7

Low middle 68.5 10.4 12.6 8.5

High middle 77.6 9.0 9.0 4.4

Highest 83.0 7.9 6.9 2.1

Highest level of high school mathematics1

Below Algebra II 47.0 16.4 20.4 16.2

Algebra II 57.6 12.8 15.3 14.3

Trigonometry 69.4 12.0 11.0 7.6

Pre-calculus 77.3 8.5 10.1 4.0

Calculus 83.9 7.8 6.3 2.1

Federal Pell Grant received in first year

Dependent Pell Grant recipients 79.6 8.8 8.5 3.0

Independent Pell Grant recipients 56.3 17.8 15.6 10.2

1 Beginners under age 24 only.

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. 

Full-year enrollment is 9 or more months. The table only includes students enrolled at one institution in 2003–04. Black includes 

African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and 

Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because of small 

sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and had no 

dependents of their own in 2003. Family income of dependent students is the annual income of the parents in 2002. Categories 

represent the income quartile ranges of all dependent student families. Totals include students in private not-for-profit less-than-2-year 

institutions; sample size was too small to show as a separate category. This table includes students enrolled at postsecondary institutions 

in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
THIS PAGE INTENTIONALLY LEFT BLANK 
61 

Section 2: Academic Preparation and Performance 

Not all beginning students enter postsecondary education with the same level of academic 

preparation or performance, and this information is useful for understanding rates of persistence 

and attainment. For all beginning students, information is available on the type of high school 

diploma they earned (if any) and the type of high school from which they graduated. For students 

under age 24 when they began their postsecondary education, information was usually available 

on their high school grade point average, the highest level of high school mathematics courses 

taken, any college credits they earned during high school, and the scores on college admission 

tests (ACT or SAT). The latter type of information is less relevant for older students who have 

been out of high school for a long time, and is only reported for students who were age 24 or 

older when they first started postsecondary education. With the exception of the admissions test 

scores, all data related to academic preparation and performance in high school in this report are 

student reported. 

Type of High School 

• Most (79 percent) beginning postsecondary students were public school graduates who 

earned a regular high school diploma (table 2.1). Another 8 percent graduated from a 

private high school, and 3 percent graduated from a foreign high school. The remaining 

10 percent did not have a regular high school diploma—that is, they had a GED or 

other certificate of completion, had been homeschooled (less than 1 percent), or had 

not finished high school. 

• Proportionately more students beginning at private not-for-profit 4-year institutions (19 

percent) graduated from a private high school than students beginning at public 4-year 

institutions (10 percent). 

• Twenty-three percent of beginning postsecondary students seeking a certificate at their 

first institution did not have a regular high school diploma. 

• About one-quarter (26 percent) of students who began their postsecondary education 

when they were 24–29 years old and 22 percent of those who began when they were 30 

years or older did not have a regular high school diploma. 
Section 2: Academic Preparation and Performance

62 

High School Grade Point Average (GPA) and Coursetaking 

(Beginning postsecondary students under 24 years old) 

• Among beginning postsecondary students under 24 years old starting at 4-year 

institutions, 47 percent had earned a GPA of 3.5 or higher in high school (table 2.2). 

• Among their counterparts beginning their postsecondary education at 2-year and lessthan-2-year institutions, 46 and 57 percent, respectively, had high school GPAs below 

3.0. 

• The percentage of students with a GPA of 3.5 or higher increased with parents’ 

education. 

• Among beginning postsecondary students under 24 years old starting at 4-year 

institutions, 27 percent had taken calculus in high school and another 27 percent had 

taken precalculus (table 2.3). 

• Beginning postsecondary students under 24 years old starting at 2-year institutions had 

completed low levels of mathematics in high school: 25 percent had not completed 

algebra II, and another 40 percent had completed algebra II but no higher mathematics 

course. 

• Asians (33 percent) completed calculus in high school at the highest rate of any 

racial/ethnic group. 

• Nineteen percent of all beginning postsecondary students under 24 years old had 

earned college credit for successfully completing Advanced Placement courses while 

in high school, and 21 percent had earned credit for courses taken at a college or 

university while still in high school (table 2.4). Some did both, leading to a total of 30 

percent of all beginning postsecondary students starting college with some college 

credits. 

• Earning college credits while still in high school was more common among students 

under 24 years old beginning at 4-year than 2-year institutions (41 vs. 21 percent). 

Earning these credits was also associated with the highest scores on college admissions 

tests (60 percent) and taking calculus in high school (59 percent). 

Admissions Tests (ACT or SAT) 

(Beginning postsecondary students under 24 years old) 

• Almost all (95 percent) beginning postsecondary students who were under age 24 and 

began at 4-year institutions took either the ACT or SAT college admissions test or both 

(table 2.5). 

• The four test score categories shown in the tables approximate the lowest to highest 

quarters of scores among the beginning postsecondary students under age 24 who took 

the tests. Among those who began at private not-for-profit 4-year institutions, 45 

percent had test scores in the highest category, compared with 31 percent of those who 

began at public 4-year institutions. 
Section 2: Academic Preparation and Performance 

63 

• Admissions tests are not typically required for attending a community college; 

however, 68 percent of students starting at public 2-year institutions took an 

admissions test. Forty percent were in the lowest test score category among all 

beginning postsecondary students, and another 33 percent were in the low middle test 

score category. 

• High admission test scores were associated with high-level mathematics coursetaking; 

60 percent of beginning postsecondary students who took calculus in high school were 

in the top category of college admissions test scores.
Section 2: Academic Preparation and Performance

64 

Table 2.1.—Percentage distribution of beginning postsecondary students’ high school diploma status, by type 

Table 2.1.—of high school and student and institutional characteristics: 2003–04

Student and institutional No regular Public Private Foreign

characteristics diploma1 high school high school high school

 Total 9.8 79.3 8.3 2.6

Type of first institution

4-year

Public 2.0 86.0 10.3 1.7

Private not-for-profit 3.6 74.0 18.9 3.5

Private for-profit 17.1 75.3 6.5 1.1

2-year

Public 11.7 80.4 4.9 3.0

Private not-for-profit 10.7 81.2 6.9 1.2

Private for-profit 21.5 71.4 3.8 3.3

Less-than-2-year

Public 22.7 70.7 2.4 4.2

Private for-profit 25.4 66.8 4.9 2.8

Level of first institution

4-year 3.7 81.4 12.7 2.2

2-year 12.6 79.6 4.9 3.0

Less-than-2-year 24.9 67.5 4.5 3.1

Control of first institution

Public 8.3 82.3 6.9 2.5

Private not-for-profit 4.3 74.3 18.0 3.4

Private for-profit 22.3 70.2 4.9 2.6

Degree plans first year

None 12.4 78.4 6.3 2.9

Certificate 22.7 70.0 4.5 2.8

Associate’s degree 11.5 80.3 5.4 2.8

Bachelor’s degree 3.2 81.8 12.6 2.4

Gender

Male 9.1 78.7 8.7 3.4

Female 10.2 79.8 7.9 2.1

Age first year enrolled

18 years or younger 4.3 84.2 10.3 1.2

19 years 3.6 84.5 9.8 2.1

20–23 years 16.5 72.9 4.7 5.9

24–29 years 25.6 65.9 3.9 4.6

30 or older 22.3 68.7 5.0 4.0

Race/ethnicity

White 8.8 81.0 9.3 0.9

Black 11.1 79.9 4.9 4.1

Hispanic 12.8 76.2 7.5 3.4

Asian/Pacific Islander 4.6 69.9 8.0 17.5

American Indian 23.4 72.5 3.2 0.9

Multiple races/other 11.8 77.0 7.7 3.5

Dependency status first year

Dependent 4.5 83.6 9.8 2.1

Independent 22.5 69.0 4.6 3.9

Unmarried, no dependents 21.7 66.2 5.7 6.4

Single parent 25.8 68.4 4.1 1.6

Married 20.0 71.3 4.2 4.5

See notes at end of table.

Type of high school where diploma was received
Section 2: Academic Preparation and Performance 

65 

Table 2.1.—Percentage distribution of beginning postsecondary students’ high school diploma status, by type 

Table 2.1.—of high school and student and institutional characteristics: 2003–04—Continued

Student and institutional No regular Public Private Foreign

characteristics diploma1 high school high school high school

Highest education of parents

High school or less 13.2 79.5 4.7 2.6

Some postsecondary 9.4 83.0 6.1 1.4

Bachelor’s degree or higher 5.7 78.0 13.1 3.1

Dependent student family income 

Less than $32,000 8.1 83.3 5.9 2.7

$32,000–59,999 3.9 85.9 8.2 2.0

$60,000–91,999 3.0 85.5 10.1 1.5

$92,000 or more 2.6 80.0 15.8 1.7

Admissions test taken (ACT/SAT)2

Did not take tests 17.6 74.4 3.2 4.8

Took tests 3.1 84.5 10.8 1.6

Admissions test scores (ACT/SAT)2

Lowest 5.3 85.2 7.0 2.5

Low middle 2.9 86.1 9.9 1.0

High middle 2.5 84.8 11.4 1.3

Highest 1.6 81.9 15.1 1.5

Highest level of high school mathematics2

Below Algebra II 19.5 73.6 3.9 3.0

Algebra II 6.6 85.6 6.9 0.9

Trigonometry 4.4 82.7 10.5 2.4

Pre-calculus 0.7 84.8 12.4 2.1

Calculus 0.5 82.1 13.5 4.0

Federal Pell Grant received in first year

Dependent Pell Grant recipients 6.3 86.2 6.6 0.8

Independent Pell Grant recipients 26.9 67.6 3.6 1.9

1

 Includes students with a GED or other equivalency, students who were home schooled, and students with no high school diploma or 

certificate.

2 Beginners under age 24 only.

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. 

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes 

Native Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians 

because of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, 

unmarried, and had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents

in 2002. Categories represent the income quartile ranges of all dependent student families. Totals include students in private 

not-for-profit less-than-2-year institutions; sample size was too small to show as a separate category. This table includes students 

enrolled at postsecondary institutions in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).

Type of high school where diploma was received
Section 2: Academic Preparation and Performance

66 

Table 2.2.—For beginning postsecondary students under age 24, percentage distribution of their high school 

Table 2.2.—grade point average (GPA), by student and institutional characteristics: 2003–04

Student and institutional characteristics Below 3.0 3.0–3.4 3.5–4.0

 Total 31.7 35.7 32.6

Type of first institution

4-year

Public 17.0 36.7 46.3

Private not-for-profit 15.5 31.4 53.1

Private for-profit 43.0 39.8 17.3

2-year

Public 45.9 37.0 17.2

Private not-for-profit 32.2 45.0 22.8

Private for-profit 54.6 32.1 13.4

Less-than-2-year

Public 56.4 29.2 14.3

Private for-profit 57.1 33.3 9.6

Level of first institution

4-year 17.7 35.1 47.2

2-year 46.2 36.8 17.0

Less-than-2-year 57.2 32.6 10.2

Control of first institution

Public 32.4 36.8 30.8

Private not-for-profit 16.6 32.0 51.4

Private for-profit 53.0 34.4 12.6

Degree plans first year

None 37.8 38.0 24.1

Certificate 51.6 34.0 14.4

Associate’s degree 44.2 37.8 18.0

Bachelor’s degree 19.0 34.2 46.8

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 48.9 32.7 18.5

Associate’s degree plans 42.0 38.1 19.9

Bachelor’s degree plans 16.1 33.8 50.1

Gender

Male 36.4 35.4 28.2

Female 27.9 36.0 36.2

Age first year enrolled

18 years or younger 27.1 37.6 35.4

19 years 31.4 33.0 35.6

20–23 years 50.9 34.1 15.0

Race/ethnicity

White 28.3 33.8 37.9

Black 47.5 36.5 16.0

Hispanic 37.7 43.7 18.6

Asian/Pacific Islander 21.5 34.5 44.0

American Indian 42.0 23.8 34.2

Multiple races/other 28.6 38.4 33.0

See notes at end of table.
Section 2: Academic Preparation and Performance 

67 

Table 2.2.—For beginning postsecondary students under age 24, percentage distribution of their high school 

Table 2.2.—grade point average (GPA), by student and institutional characteristics: 2003–04—Continued

Student and institutional characteristics Below 3.0 3.0–3.4 3.5–4.0

Dependency status first year

Dependent 30.1 35.7 34.2

Independent 48.8 35.3 15.9

Unmarried, no dependents 50.9 33.1 15.9

Single parent 51.4 33.7 14.9

Married 42.9 39.5 17.7

Highest education of parents

High school or less 40.0 37.2 22.8

Some postsecondary 35.3 36.2 28.6

Bachelor’s degree or higher 23.6 34.4 42.0

Dependent student family income 

Less than $32,000 36.8 37.2 25.9

$32,000–59,999 33.1 37.2 29.7

$60,000–91,999 26.8 35.5 37.7

$92,000 or more 23.0 32.8 44.2

Admissions test taken (ACT/SAT)

Did not take tests 58.2 35.2 6.7

Took tests 26.1 35.8 38.1

Admissions test scores (ACT/SAT)

Lowest 50.2 38.7 11.1

Low middle 31.4 43.0 25.7

High middle 15.9 38.2 45.8

Highest 6.4 22.8 70.8

Highest level of high school mathematics

Below Algebra II 55.9 31.8 12.3

Algebra II 44.9 39.0 16.1

Trigonometry 27.7 41.7 30.6

Pre-calculus 19.7 39.6 40.7

Calculus 7.8 21.6 70.6

Federal Pell Grant received in first year

Dependent Pell Grant recipients 34.9 38.0 27.1

Independent Pell Grant recipients 53.1 32.7 14.2

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. 

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes 

Native Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians 

because of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, 

unmarried, and had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents 

in 2002. Categories represent the income quartile ranges of all dependent student families. Totals include students in private not-forprofit less-than-2-year institutions; sample size was too small to show as a separate category. High school grades and courses are selfreported by the students and only include those with regular high school diplomas. This table includes students enrolled at postsecondary

institutions in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 2: Academic Preparation and Performance

68 

Table 2.3.—For beginning postsecondary students under age 24, percentage distribution of the highest level 

Table 2.3.—of high school mathematics taken, by student and institutional characteristics: 2003–04

Student and institutional Below

characteristics Algebra II Algebra II Trigonometry Pre-calculus Calculus

 Total 15.7 30.4 17.6 19.9 16.3

Type of first institution

4-year

Public 5.1 20.4 20.4 28.4 25.7

Private not-for-profit 6.3 18.1 16.9 25.1 33.7

Private for-profit 22.8 31.9 23.0 20.0 2.2

2-year

Public 24.4 39.9 16.3 13.5 5.9

Private not-for-profit 23.2 36.8 15.4 20.0 4.6

Private for-profit 30.5 44.2 13.0 10.8 1.4

Less-than-2-year

Public 33.3 48.1 1.8 14.9 1.9

Private for-profit 29.3 46.9 15.1 6.2 2.5

Level of first institution

4-year 6.3 20.2 19.4 27.0 27.1

2-year 24.9 40.2 16.0 13.4 5.5

Less-than-2-year 29.5 46.7 14.2 6.8 2.8

Control of first institution

Public 15.8 31.2 18.1 20.2 14.7

Private not-for-profit 7.3 19.1 16.9 24.6 32.1

Private for-profit 28.2 42.7 16.2 10.8 2.1

Degree plans first year

None 21.5 35.8 13.4 19.3 10.0

Certificate 28.9 43.5 15.0 8.6 4.0

Associate’s degree 23.9 39.7 17.5 13.6 5.3

Bachelor’s degree 6.3 20.3 19.1 26.7 27.6

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 25.4 42.6 13.1 12.8 6.0

Associate’s degree plans 18.6 39.4 18.0 16.9 7.1

Bachelor’s degree plans 4.2 18.5 19.2 28.3 29.9

Gender

Male 15.5 29.7 16.7 20.2 18.0

Female 15.9 31.0 18.4 19.7 14.9

Age first year enrolled

18 years or younger 11.9 28.4 17.8 22.5 19.4

19 years 14.9 29.9 18.3 20.4 16.5

20–23 years 30.1 38.0 16.0 10.4 5.6

Race/ethnicity

White 14.7 27.9 17.8 21.3 18.3

Black 16.0 37.5 18.9 19.6 8.0

Hispanic 20.2 39.2 16.3 16.0 8.3

Asian/Pacific Islander 10.2 20.9 18.2 18.1 32.6

American Indian 27.0 41.1 13.8 12.1 6.1

Multiple races/other 20.1 28.9 15.4 18.0 17.7

See notes at end of table.
Section 2: Academic Preparation and Performance 

69 

Table 2.3.—For beginning postsecondary students under age 24, percentage distribution of the highest level 

Table 2.3.—of high school mathematics taken, by student and institutional characteristics: 2003–04

Table 2.3.——Continued

Student and institutional Below

characteristics Algebra II Algebra II Trigonometry Pre-calculus Calculus

Dependency status first year

Dependent 14.0 29.5 17.9 20.9 17.6

Independent 31.0 38.2 15.2 10.8 4.8

Unmarried, no dependents 24.4 30.7 12.5 25.6 6.8

Single parent 32.3 40.3 16.5 6.4 4.5

Married 33.5 39.9 14.8 8.0 3.8

Highest education of parents

High school or less 21.9 37.1 16.3 15.6 9.0

Some postsecondary 17.8 33.3 18.6 18.7 11.7

Bachelor’s degree or higher 9.8 24.2 18.2 24.0 23.9

Dependent student family income 

Less than $32,000 20.3 35.5 16.9 16.2 11.0

$32,000–59,999 14.7 32.0 18.6 19.6 15.0

$60,000–91,999 10.9 28.9 18.6 23.2 18.4

$92,000 or more 8.8 21.0 17.5 25.5 27.3

Admissions test taken (ACT/SAT)

Did not take tests 36.6 45.7 13.8 2.5 1.5

Took tests 10.3 26.5 18.6 24.4 20.1

Admissions test scores (ACT/SAT)

Lowest 21.8 39.0 15.9 17.8 5.6

Low middle 10.8 34.7 22.5 24.3 7.6

High middle 6.0 20.0 23.6 30.9 19.5

Highest 2.2 10.7 12.4 25.2 49.5

Federal Pell Grant received in first year

Dependent Pell Grant recipients 17.2 34.6 18.2 17.6 12.3

Independent Pell Grant recipients 31.2 39.4 16.2 9.9 3.3

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. 

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native 

Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because 

of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and 

had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents in 2002. Categories 

represent the income quartile ranges of all dependent student families. Totals include students in private not-for-profit less-than-2-year 

institutions; sample size was too small to show as a separate category. High school grades and courses are self-reported by the students. 

This table includes students enrolled at postsecondary institutions in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 2: Academic Preparation and Performance

70 

Table 2.4.—For beginning postsecondary students under age 24, percentage with advanced placement and 

Table 2.4.—college credits, by student and institutional characteristics: 2003–04

Advanced Earned credit Earned

Student and institutional Placement for courses any collegecharacteristics credits accepted at a college level credits 

 Total 18.8 21.0 30.1

Type of first institution

4-year

Public 28.4 27.2 40.7

Private not-for-profit 31.9 25.1 44.0

Private for-profit 4.8 13.8 15.5

2-year

Public 10.5 18.0 21.9

Private not-for-profit 6.3 21.1 23.2

Private for-profit 1.5 7.0 7.3

Less-than-2-year

Public 0.6 4.6 4.8

Private for-profit 2.3 7.6 8.7

Level of first institution

4-year 28.4 25.9 40.5

2-year 9.7 17.1 20.7

Less-than-2-year 2.6 7.4 8.8

Control of first institution

Public 18.5 22.0 30.2

Private not-for-profit 30.5 24.7 42.8

Private for-profit 2.6 8.8 9.8

Degree plans first year

None 14.7 22.5 28.2

Certificate 5.0 10.0 12.0

Associate’s degree 9.4 15.9 20.0

Bachelor’s degree 28.9 26.5 41.0

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 7.1 14.0 17.0

Associate’s degree plans 12.9 20.8 25.9

Bachelor’s degree plans 31.4 28.0 44.1

Gender

Male 18.5 20.2 29.0

Female 19.0 21.7 31.0

Age first year enrolled

18 years or younger 22.1 23.9 34.5

19 years 19.7 22.1 31.6

20–23 years 6.1 9.4 12.7

Race/ethnicity

White 20.5 22.9 32.6

Black 9.1 13.7 18.5

Hispanic 15.9 17.6 25.2

Asian/Pacific Islander 28.8 25.2 40.5

American Indian 8.2 11.7 17.0

Multiple races/other 18.9 20.8 30.3

See notes at end of table.
Section 2: Academic Preparation and Performance 

71 

Table 2.4.—For beginning postsecondary students under age 24, percentage with advanced placement and 

Table 2.4.—college credits, by student and institutional characteristics: 2003–04—Continued

Advanced Earned credit Earned

Student and institutional Placement for courses any collegecharacteristics credits accepted at a college level credits 

Dependency status first year

Dependent 20.1 22.2 31.9

Independent 6.6 10.4 13.5

Unmarried, no dependents 13.5 17.5 23.5

Single parent 4.8 7.4 9.6

Married 4.8 10.7 13.2

Highest education of parents

High school or less 10.6 15.6 20.3

Some postsecondary 15.0 20.7 27.3

Bachelor’s degree or higher 26.5 25.1 38.6

Dependent student family income 

Less than $32,000 13.8 16.7 22.8

$32,000–59,999 18.2 21.3 30.2

$60,000–91,999 21.9 24.8 34.4

$92,000 or more 27.6 26.6 41.5

Admissions test taken (ACT/SAT)

Did not take tests 7.2 10.5 14.0

Took tests 21.8 23.7 34.3

Admissions test scores (ACT/SAT)

Lowest 8.6 15.7 18.8

Low middle 11.4 20.8 25.1

High middle 19.4 25.7 33.9

Highest 48.9 33.4 60.5

Highest level of high school mathematics

Below Algebra II 8.3 13.2 16.9

Algebra II 8.3 14.3 17.7

Trigonometry 15.9 21.8 28.7

Pre-calculus 21.7 26.1 37.2

Calculus 47.9 33.9 58.8

Federal Pell Grant received in first year

Dependent Pell Grant recipients 15.3 18.4 25.4

Independent Pell Grant recipients 4.4 7.0 9.4

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. 

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native 

Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because 

of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and 

had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents in 2002. Categories 

represent the income quartile ranges of all dependent student families. Totals include students in private not-for-profit less-than-2-year 

institutions; sample size was too small to show as a separate category. High school grades and courses are self-reported by the students. 

This table includes students enrolled at postsecondary institutions in Puerto Rico.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 2: Academic Preparation and Performance

72 

Table 2.5.—For beginning postsecondary students under age 24, percentage who took college admission tests 

Table 2.5.—(ACT or SAT) and among those who did, percentage distribution of their admission test score 

Table 2.5.—rank, by student and institutional characteristics: 2003–04

Took

Student and institutional admission tests

characteristics (ACT or SAT) Lowest Low middle High middle Highest

 Total 79.4 24.8 27.4 23.3 24.5

Type of first institution

4-year

Public 97.6 12.7 26.6 29.4 31.3

Private not-for-profit 95.0 11.7 20.1 23.4 44.8

Private for-profit 63.7 45.8 29.5 17.5 7.1

2-year

Public 68.3 40.3 32.5 18.0 9.2

Private not-for-profit 65.4 47.4 30.3 16.0 6.4

Private for-profit 50.0 56.4 25.0 17.9 0.7

Less-than-2-year

Public 59.8 47.0 40.6 8.0 4.4

Private for-profit 33.9 59.9 25.1 9.9 5.2

Level of first institution

4-year 95.1 13.4 24.6 27.1 34.9

2-year 66.7 41.5 32.0 18.0 8.6

Less-than-2-year 36.5 57.5 27.2 9.3 6.1

Control of first institution

Public 81.4 25.5 29.4 24.1 21.0

Private not-for-profit 93.1 13.1 20.4 23.0 43.4

Private for-profit 45.7 54.3 26.4 15.1 4.2

Degree plans first year

None 71.5 22.4 31.5 25.9 20.3

Certificate 45.4 52.8 25.8 12.2 9.3

Associate’s degree 69.9 41.5 33.1 17.6 7.9

Bachelor’s degree 94.3 13.9 24.0 26.9 35.2

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 53.0 45.1 26.6 16.7 11.5

Associate’s degree plans 80.9 38.2 33.9 18.9 9.0

Bachelor’s degree plans 97.5 12.0 23.3 27.3 37.4

Gender

Male 79.5 22.5 26.1 24.6 26.8

Female 79.3 26.7 28.4 22.3 22.6

Age first year enrolled

18 years or younger 86.0 20.9 27.7 23.8 27.6

19 years 81.3 24.6 27.1 24.2 24.1

20–23 years 54.2 46.5 26.1 17.9 9.5

Race/ethnicity

White 84.5 17.1 27.5 26.6 28.9

Black 73.3 60.8 24.9 9.9 4.5

Hispanic 63.7 39.5 30.0 17.6 12.9

Asian/Pacific Islander 78.9 19.7 21.7 25.0 33.6

American Indian 80.3 22.3 33.0 31.3 13.4

Multiple races/other 76.2 20.5 32.3 18.1 29.0

See notes at end of table.

Among test takers,

admissions test scores1
Section 2: Academic Preparation and Performance 

73 

Table 2.5.—For beginning postsecondary students under age 24, percentage who took college admission tests 

Table 2.5.—(ACT or SAT) and among those who did, percentage distribution of their admission test score 

Table 2.5.—rank, by student and institutional characteristics: 2003–04—Continued

Took

Student and institutional admission tests

characteristics (ACT or SAT) Lowest Low middle High middle Highest

Dependency status first year

Dependent 82.1 23.0 27.5 23.7 25.9

Independent 55.6 49.4 25.9 18.0 6.6

Unmarried, no dependents 70.1 53.0 22.5 14.4 10.0

Single parent 52.3 50.9 23.9 20.5 4.8

Married 51.1 42.8 33.4 17.0 6.7

Highest education of parents

High school or less 69.3 40.1 31.2 18.2 10.6

Some postsecondary 77.6 27.3 31.5 23.6 17.6

Bachelor’s degree or higher 88.0 15.0 23.3 25.9 35.8

Dependent student family income 

Less than $32,000 71.1 39.8 30.9 15.1 14.3

$32,000–59,999 81.2 25.2 29.8 24.0 21.1

$60,000–91,999 86.6 17.8 27.2 27.2 27.8

$92,000 or more 91.3 11.5 22.4 27.0 39.0

Highest level of high school mathematics

Below Algebra II 52.1 52.4 28.8 13.6 5.2

Algebra II 69.1 36.6 35.9 17.6 9.9

Trigonometry 83.9 21.2 33.1 29.5 16.3

Pre-calculus 97.4 18.1 27.2 29.4 25.3

Calculus 98.2 6.9 10.4 22.6 60.2

Federal Pell Grant received in first year

Dependent Pell Grant recipients 75.6 37.1 28.9 19.3 14.7

Independent Pell Grant recipients 53.1 55.4 23.3 15.2 6.0

1

 Categories represent approximate quartile values determined by using the CENTILE function in the DAS, and are based only on the 

scores of the students in the BPS 04/06 sample. SAT scores are reported in 10-point intervals and the median score was 990. Because 

52 percent scored 990 or less, the percentages shown for the two middle quartiles are not close to the 25 percent that would be expected.

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. 

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes 

Native Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians 

because of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, 

unmarried, and had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents 

in 2002. Categories represent the income quartile ranges of all dependent student families. Totals include students in private 

not-for-profit less-than-2-year institutions; sample size was too small to show as a separate category. This table includes students 

enrolled at postsecondary institutions in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).

Among test takers,

admissions test scores1
THIS PAGE INTENTIONALLY LEFT BLANK 
75 

Section 3: Student Experiences 

The tables in this section describe beginning students’ experiences in postsecondary 

education, focusing primarily on their first year. As indicators of their exposure to various 

instructional practices, beginning postsecondary students at 4-year institutions were asked how 

often they had graduate instructors, took essay exams, had large classes, and were required to 

write papers for their courses. To gauge their interactions with faculty, beginning postsecondary 

students at both 2- and 4-year institutions were asked about their contact with faculty and 

advisors. Students at both 2- and 4-year institutions were also asked about their attendance at fine 

arts activities and their participation in school clubs, sports, and study groups. Finally, students at 

both levels were asked about distance education and remedial coursetaking in their first year. 

While most of the tables in this section address the first-year experiences of beginning 

postsecondary students, the last table covers various academic experiences across the first 3 

years. 

Instructional Practices (4-year institutions) 

• Overall, 30 percent of beginning postsecondary students at 4-year institutions 

sometimes had graduate instructors for their first-year courses, and 17 percent often 

had them (table 3.1). 

• About two-thirds (69 percent) of beginning postsecondary students at private not-forprofit institutions never had graduate instructors, compared with 43 percent of those at 

public institutions. 

• Almost one-half (47 percent) of beginning postsecondary students at 4-year institutions 

sometimes had essay exams, and another 43 percent often had them (table 3.2). Again, 

sector made a difference, with students at private not-for-profit institutions reporting 

that they had essay exams “often” at a higher rate (53 percent) than students at public 

institutions (40 percent). 

• Overall, 35 percent of beginning postsecondary students at 4-year institutions reported 

that they often had large lecture classes (table 3.3). 

• Most beginning postsecondary students at 4-year institutions wrote papers for their 

courses: 68 percent reported writing them often, and another 28 percent reported 

writing them sometimes (table 3.4). 
Section 3: Student Experiences

76 

Faculty Contact and Student Activities (2- and 4-year institutions) 

• Overall, 63 percent of beginning postsecondary students at 2- and 4-year institutions 

reported never having informal contact with faculty outside the classroom during their 

first year (table 3.5). 

• Students at private not-for-profit 4-year institutions reported having informal contact 

sometimes or often at a higher rate than their peers at public 4-year institutions (48 vs. 

34 percent and 11 vs. 6 percent). 

• Sixty percent of all beginning postsecondary students reported sometimes talking with 

faculty about academic matters outside of class, and 14 percent reported often doing so 

(table 3.6). 

• Students who were enrolled exclusively part time reported that they never talked with 

faculty about academic matters outside of class at a higher rate than those who were 

enrolled exclusively full time or both full and part time (49 vs. 20 and 29 percent, 

respectively). 

• About one-half (53 percent) of all beginning postsecondary students reported meeting 

with an advisor sometimes during their first year (table 3.7). Meeting often with an 

advisor was more common for students at private not-for-profit 4-year institutions (27 

percent) than at other types of institutions (14 to 20 percent). 

• Overall, a majority of beginning postsecondary students reported that they never 

attended fine arts activities (68 percent) and never participated in school clubs (73 

percent) or sports (79 percent) (tables 3.8–3.10). 

• Beginning postsecondary students at 4-year institutions, and especially at private notfor-profit institutions, participated in each of these activities “often” at higher rates 

than their peers at other institution levels. 

• Some 42 percent of all beginning postsecondary students sometimes attended study 

groups, and another 10 percent often did so (table 3.11). 

• Asian students reported sometimes participating in study groups at higher rates than 

their Black, Hispanic, and American Indian peers (47 percent vs. 28–36 percent). 

Distance Education and Remedial Coursetaking 

• Among all beginning postsecondary students, 9 percent took a distance education 

course during their first year (table 3.12). Distance education coursetaking was more 

common at 2-year than at 4-year institutions (12 vs. 7 percent). 

• About one in five (21 percent) beginning postsecondary students took at least one 

remedial education course during their first year, including 17 percent of students at 4-

year institutions and 26 percent of those at 2-year institutions. 
Section 3: Student Experiences 

77 

• Proportionately more students took remedial courses in mathematics (15 percent) than 

in English (6 percent), reading (6 percent), or writing (8 percent). This was the pattern 

at both the 2- and 4-year levels. 

• Twenty-one percent of students who did not go beyond algebra II in high school and 26 

percent of those with the lowest college admissions test scores took remedial 

mathematics in their first year of postsecondary education. 

Academic Experiences in the First 3 Years 

• Just under one-third (31 percent) of beginning postsecondary students reported 

changing their major sometime in their first 3 years, including 40 percent of those who 

started at a public 4-year institution and 30 percent of those who started at a private 

not-for-profit 4-year institution (table 3.13). Reflecting their shorter programs, smaller 

percentages at 2-year and less-than-2-year institutions than at 4-year institutions 

changed their majors (28 and 17 percent, respectively, vs. 35 percent). 

• Some students reported experiencing academic problems by 2006: 16 percent had 

received an incomplete in one or more courses, 23 percent had repeated a course for a 

higher grade, and 31 percent had withdrawn from a course after the add/drop deadline. 

• At the 4-year level, greater percentages of students at public than at private not-forprofit institutions had repeated courses (29 vs. 15 percent) or withdrawn from courses 

(36 vs. 25 percent). Students at less-than-2-year institutions had a lower rate of 

repeating (9 percent) or withdrawing from courses (8 percent) than students at other 

institution levels. 

• Having academic problems was associated with doing less well in high school. For 

example, 36 percent of those with high school mathematics below algebra II had 

withdrawn from courses, compared with 29 percent of those who completed calculus. 

Similarly, 34 percent of students with the lowest admissions test scores had withdrawn 

from courses, compared with 29 percent of those with the highest scores. 
Section 3: Student Experiences

78 

Table 3.1.—Among beginning postsecondary students who started at 4-year institutions, percentage 

Table 3.1.—distribution of the frequency with which they had graduate student instructors in their first year,

Table 3.1.—by student and institutional characteristics: 2003–04

Student and institutional characteristics Never Sometimes Often

 Total 53.9 29.5 16.6

Control of first institution

Public 4-year 42.7 36.8 20.6

Private not-for-profit 4-year 68.9 21.1 10.1

Private for-profit 4-year 81.5 7.1 11.4

Enrollment intensity through 2006

Always full-time 52.6 30.5 16.9

Mixed 55.3 28.0 16.7

Always part-time 78.8 14.9 6.2

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 42.2 29.8 28.0

Associate’s degree plans 64.4 22.8 12.8

Bachelor’s degree plans 48.9 33.1 18.0

Gender

Male 49.5 32.7 17.8

Female 57.4 27.0 15.6

Age first year enrolled

18 years or younger 51.5 30.6 17.9

19 years 49.5 33.7 16.8

20–23 years 65.1 22.2 12.8

24–29 years 73.7 15.9 10.3

30 or older 80.9 10.8 8.3

Race/ethnicity

White 53.0 31.0 16.0

Black 62.9 22.3 14.8

Hispanic 58.2 25.6 16.3

Asian/Pacific Islander 42.9 34.0 23.0

American Indian 45.1 18.5 36.5

Multiple races/other 53.9 27.9 18.1

NOTE: The survey item wording was as follows: During the 2003–2004 school year at [institution name], please indicate whether you 

did the following never, sometimes or often: attended classes taught by a graduate student instructor. “Degree” includes certificates in 

vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. Black includes African American, 

Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other includes 

respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because of small sample sizes. Race 

categories exclude Hispanic origin unless specified. This table includes students enrolled at postsecondary institutions in Puerto Rico. 

Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 3: Student Experiences 

79 

Table 3.2.—Among beginning postsecondary students who started at 4-year institutions, percentage 

Table 3.2.—distribution of the frequency with which they had essay exams in their first year, by student and 

Table 3.2.—institutional characteristics: 2003–04

Student and institutional characteristics Never Sometimes Often

 Total 10.3 46.9 42.8

Control of first institution

Public 4-year 10.9 49.5 39.7

Private not-for-profit 4-year 6.3 40.2 53.5

Private for-profit 4-year 21.4 54.1 24.5

Enrollment intensity through 2006

Always full-time 9.2 47.1 43.7

Mixed 12.3 46.6 41.1

Always part-time 24.4 43.4 32.2

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 16.7 46.4 36.9

Associate’s degree plans 16.8 45.7 37.5

Bachelor’s degree plans 7.5 46.9 45.6

Gender

Male 10.1 48.7 41.2

Female 10.4 45.5 44.1

Age first year enrolled

18 years or younger 9.5 45.8 44.7

19 years 7.8 48.9 43.3

20–23 years 14.6 49.2 36.2

24–29 years 22.4 41.1 36.5

30 or older 18.8 50.5 30.8

Race/ethnicity

White 10.0 47.7 42.4

Black 10.0 41.2 48.8

Hispanic 13.0 44.7 42.3

Asian/Pacific Islander 9.4 50.8 39.8

American Indian 18.2 33.5 48.3

Multiple races/other 9.0 50.3 40.8

NOTE: The survey item wording was as follows: During the 2003–2004 school year at [institution name], please indicate whether you

did the following never, sometimes or often: wrote essay answers as part of exam . “Degree” includes certificates in vocational 

programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. Black includes African American, Hispanic 

includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other includes respondents 

having origins in a race not listed. Pacific Islanders have been combined with Asians because of small sample sizes. Race categories 

exclude Hispanic origin unless specified. This table includes students enrolled at postsecondary institutions in Puerto Rico. Detail may 

not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 3: Student Experiences

80 

Table 3.3.—Among beginning postsecondary students who began at 4-year institutions, percentage 

Table 3.3.—distribution of the frequency with which they had large lecture classes in their first year, by 

Table 3.3.—student and institutional characteristics: 2003–04

Student and institutional characteristics Never Sometimes Often

 Total 29.6 35.2 35.2

Control of first institution

Public 4-year 17.7 37.2 45.0

Private not-for-profit 4-year 41.8 35.8 22.3

Private for-profit 4-year 72.9 16.9 10.2

Enrollment intensity through 2006

Always full-time 27.4 36.1 36.5

Mixed 32.5 33.6 33.8

Always part-time 65.6 23.9 10.5

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 22.0 36.4 41.6

Associate’s degree plans 46.0 30.6 23.3

Bachelor’s degree plans 22.6 37.4 40.0

Gender

Male 27.9 37.1 35.0

Female 30.9 33.7 35.3

Age first year enrolled

18 years or younger 24.7 37.0 38.3

19 years 25.8 36.9 37.3

20–23 years 42.5 33.6 24.0

24–29 years 63.4 22.2 14.4

30 or older 70.4 14.3 15.3

Race/ethnicity

White 28.8 37.1 34.1

Black 37.0 31.5 31.5

Hispanic 33.3 31.8 34.9

Asian/Pacific Islander 16.6 32.5 50.9

American Indian 44.3 25.6 30.1

Multiple races/other 31.9 28.6 39.5

NOTE: The survey item wording was as follows: During the 2003–2004 school year at [institution name], please indicate whether you

did the following never, sometimes or often: attended large lecture classes. “Degree” includes certificates in vocational programs. 

Full-time enrollment is 12 or more credits per term or 24 credits per year. Black includes African American, Hispanic includes Latino, 

American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other includes respondents having origins in a

race not listed. Pacific Islanders have been combined with Asians because of small sample sizes. Race categories exclude Hispanic 

origin unless specified. This table includes students enrolled at postsecondary institutions in Puerto Rico. Detail may not sum to totals 

because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 3: Student Experiences 

81 

Table 3.4.—Among beginning postsecondary students who began at 4-year institutions, percentage 

Table 3.4.—distribution of the frequency with which they wrote papers in their first year, by student and 

Table 3.4.—institutional characteristics: 2003–04

Student and institutional characteristics Never Sometimes Often

 Total 3.7 28.4 67.9

Control of first institution

Public 4-year 3.4 31.2 65.4

Private not-for-profit 4-year 2.5 21.5 76.0

Private for-profit 4-year 10.4 35.3 54.3

Enrollment intensity through 2006

Always full-time 2.8 27.7 69.5

Mixed 5.2 29.6 65.3

Always part-time 15.2 41.3 43.6

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 2.5 37.2 60.3

Associate’s degree plans 7.1 29.8 63.1

Bachelor’s degree plans 1.9 27.1 71.0

Gender

Male 4.2 32.1 63.7

Female 3.3 25.6 71.1

Age first year enrolled

18 years or younger 2.7 26.8 70.5

19 years 2.0 30.7 67.3

20–23 years 8.2 31.4 60.3

24–29 years 12.8 30.7 56.5

30 or older 12.3 30.2 57.5

Race/ethnicity

White 3.0 28.6 68.4

Black 4.1 25.8 70.1

Hispanic 6.8 30.6 62.7

Asian/Pacific Islander 3.9 30.6 65.5

American Indian 17.2 17.6 65.2

Multiple races/other 4.2 24.9 70.9

NOTE: The survey item wording was as follows: During the 2003–2004 school year at [institution name], please indicate whether you 

did the following never, sometimes or often: wrote papers for courses. “Degree” includes certificates in vocational programs. Full-time 

enrollment is 12 or more credits per term or 24 credits per year. Black includes African American, Hispanic includes Latino, American 

Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other includes respondents having origins in a race not 

listed. Pacific Islanders have been combined with Asians because of small sample sizes. Race categories exclude Hispanic origin unless 

specified. This table includes students enrolled at postsecondary institutions in Puerto Rico. Detail may not sum to totals because 

of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 3: Student Experiences

82 

Table 3.5.—Among beginning postsecondary students who started at 2- or 4-year institutions, percentage 

Table 3.5.—distribution of the frequency with which they had informal contact with faculty in their first 

Table 3.5.—year, by student and institutional characteristics: 2003–04

Student and institutional characteristics Never Sometimes Often

 Total 63.3 30.6 6.0

Type of first institution

4-year

Public 60.0 34.5 5.5

Private not-for-profit 40.8 48.2 11.0

Private for-profit 71.5 19.8 8.7

2-year

Public 71.6 24.0 4.4

Private not-for-profit 57.2 37.2 5.6

Private for-profit 68.9 24.0 7.2

Level of first institution

4-year 54.8 37.7 7.5

2-year 71.1 24.2 4.7

Control of first institution

Public 67.1 28.0 4.9

Private not-for-profit 41.8 47.5 10.6

Private for-profit 70.0 22.2 7.8

Enrollment intensity through 2006

Always full-time 57.6 35.4 7.1

Mixed 67.7 26.5 5.8

Always part-time 78.7 19.1 2.2

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 65.1 29.8 5.2

Associate’s degree plans 61.9 30.5 7.6

Bachelor’s degree plans 51.8 40.1 8.0

Gender

Male 62.0 31.5 6.5

Female 64.4 29.9 5.7

Age first year enrolled

18 years or younger 58.6 34.3 7.0

19 years 59.6 34.1 6.2

20–23 years 66.6 27.2 6.2

24–29 years 74.7 21.7 3.6

30 or older 78.8 18.1 3.1

Race/ethnicity

White 63.6 30.9 5.5

Black 61.1 30.1 8.8

Hispanic 66.7 27.8 5.5

Asian/Pacific Islander 56.9 37.1 6.0

American Indian 66.0 29.4 4.7

Multiple races/other 62.7 29.5 7.8

NOTE: The survey item wording was as follows: During the 2003–2004 school year at [institution name], please indicate whether you 

did the following never, sometimes or often: had informal contact with faculty members. “Degree” includes certificates in vocational 

programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. Black includes African American, Hispanic 

includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other includes respondents 

having origins in a race not listed. Pacific Islanders have been combined with Asians because of small sample sizes. Race categories 

exclude Hispanic origin unless specified. This table includes students enrolled at postsecondary institutions in Puerto Rico. Detail may 

not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 3: Student Experiences 

83 

Table 3.6.—Among beginning postsecondary students who started at 2- or 4-year institutions, percentage 

Table 3.6.—distribution of the frequency with which they talked with faculty about academic matters outside

Table 3.6.—of class in their first year, by student and institutional characteristics: 2003–04

Student and institutional characteristics Never Sometimes Often

 Total 26.5 59.6 13.9

Type of first institution

4-year

Public 17.0 67.3 15.7

Private not-for-profit 11.0 69.2 19.8

Private for-profit 37.3 54.2 8.5

2-year

Public 35.0 53.7 11.3

Private not-for-profit 24.7 58.6 16.7

Private for-profit 41.9 45.3 12.9

Level of first institution

4-year 16.7 66.9 16.4

2-year 35.5 53.0 11.5

Control of first institution

Public 28.1 58.9 13.0

Private not-for-profit 11.9 68.6 19.6

Private for-profit 39.9 49.1 11.0

Enrollment intensity through 2006

Always full-time 20.0 64.2 15.8

Mixed 28.8 57.6 13.6

Always part-time 49.2 44.7 6.1

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 32.6 57.6 9.8

Associate’s degree plans 25.5 59.2 15.3

Bachelor’s degree plans 13.2 69.1 17.7

Gender

Male 27.3 60.5 12.2

Female 26.0 58.9 15.1

Age first year enrolled

18 years or younger 21.3 63.4 15.2

19 years 21.9 62.6 15.6

20–23 years 34.7 53.2 12.1

24–29 years 36.7 54.2 9.1

30 or older 41.4 48.8 9.8

Race/ethnicity

White 25.3 62.6 12.0

Black 27.0 52.2 20.8

Hispanic 33.2 52.7 14.1

Asian/Pacific Islander 21.6 61.1 17.3

American Indian 29.7 56.6 13.6

Multiple races/other 28.0 56.6 15.3

NOTE: The survey item wording was as follows: During the 2003–2004 school year at [institution name], please indicate whether you 

did the following never, sometimes or often: talked with faculty about academic matters outside of class. “Degree” includes 

certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. Black includes African 

American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other 

includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because of small sample 

sizes. Race categories exclude Hispanic origin unless specified. This table includes students enrolled at postsecondary institutions in 

Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 3: Student Experiences

84 

Table 3.7.—Among beginning postsecondary students who started at 2- or 4-year institutions, percentage 

Table 3.7.—distribution of the frequency with which they met with an advisor in their first year, by student 

Table 3.7.—and institutional characteristics: 2003–04

Student and institutional characteristics Never Sometimes Often

 Total 31.3 52.5 16.2

Type of first institution

4-year

Public 18.6 61.4 20.0

Private not-for-profit 13.0 60.0 27.0

Private for-profit 41.5 44.6 13.8

2-year

Public 42.8 46.6 10.6

Private not-for-profit 29.3 53.2 17.5

Private for-profit 44.8 40.1 15.1

Level of first institution

4-year 18.6 59.7 21.7

2-year 42.7 46.1 11.2

Control of first institution

Public 33.5 52.2 14.2

Private not-for-profit 14.0 59.6 26.4

Private for-profit 43.4 42.0 14.6

Enrollment intensity through 2006

Always full-time 23.8 56.5 19.7

Mixed 34.8 51.4 13.8

Always part-time 55.1 38.6 6.4

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 36.4 51.3 12.2

Associate’s degree plans 32.2 51.4 16.4

Bachelor’s degree plans 14.8 61.9 23.4

Gender

Male 32.7 52.2 15.1

Female 30.2 52.8 17.0

Age first year enrolled

18 years or younger 25.2 55.9 18.9

19 years 26.8 55.7 17.5

20–23 years 41.3 44.9 13.7

24–29 years 41.3 48.7 10.0

30 or older 47.4 43.3 9.4

Race/ethnicity

White 28.9 55.4 15.8

Black 32.9 47.5 19.6

Hispanic 41.8 44.3 13.9

Asian/Pacific Islander 28.6 53.0 18.4

American Indian 42.3 40.8 16.8

Multiple races/other 31.0 52.4 16.7

NOTE: The survey item wording was as follows: During the 2003–2004 school year at [institution name], please indicate whether you 

did the following never, sometimes or often: met with advisor concerning academic plans. “Degree” includes certificates in vocational 

programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. Black includes African American, Hispanic 

includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other includes respondents 

having origins in a race not listed. Pacific Islanders have been combined with Asians because of small sample sizes. Race categories 

exclude Hispanic origin unless specified. This table includes students enrolled at postsecondary institutions in Puerto Rico. 

Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 3: Student Experiences 

85 

Table 3.8.—Among beginning postsecondary students who started at 2- or 4-year institutions, percentage 

Table 3.8.—distribution of the frequency with which they attended fine arts activities in their first year, by 

Table 3.8.—student and institutional characteristics: 2003–04

Student and institutional characteristics Never Sometimes Often

 Total 68.3 23.1 8.5

Type of first institution

4-year

Public 53.1 36.8 10.1

Private not-for-profit 40.2 39.8 20.1

Private for-profit 90.8 5.8 3.4

2-year

Public 82.4 12.8 4.9

Private not-for-profit 79.5 13.4 7.1

Private for-profit 92.0 4.9 3.1

Level of first institution

4-year 51.9 35.4 12.7

2-year 83.2 12.0 4.7

Control of first institution

Public 71.2 22.0 6.9

Private not-for-profit 42.6 38.1 19.3

Private for-profit 91.5 5.3 3.2

Enrollment intensity through 2006

Always full-time 59.8 29.1 11.0

Mixed 75.8 17.7 6.5

Always part-time 88.8 9.1 2.1

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 75.1 20.2 4.8

Associate’s degree plans 73.9 18.1 8.0

Bachelor’s degree plans 45.7 39.3 15.0

Gender

Male 69.2 22.6 8.2

Female 67.6 23.6 8.8

Age first year enrolled

18 years or younger 59.4 29.4 11.2

19 years 62.2 27.6 10.2

20–23 years 81.0 14.5 4.5

24–29 years 88.3 9.2 2.5

30 or older 90.1 7.3 2.5

Race/ethnicity

White 66.5 24.9 8.6

Black 72.1 19.8 8.1

Hispanic 75.4 17.0 7.7

Asian/Pacific Islander 63.8 28.0 8.2

American Indian 75.9 14.8 9.3

Multiple races/other 67.7 21.2 11.1

NOTE: The survey item wording was as follows: During the 2003–2004 school year at [institution name], please indicate whether you 

did the following never, sometimes or often: attended fine arts activities. “Degree” includes certificates in vocational programs. Fulltime enrollment is 12 or more credits per term or 24 credits per year. Black includes African American, Hispanic includes Latino, 

American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other includes respondents having origins in a 

race not listed. Pacific Islanders have been combined with Asians because of small sample sizes. Race categories exclude Hispanic 

origin unless specified. This table includes students enrolled at postsecondary institutions in Puerto Rico. Detail may not sum to totals 

because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 3: Student Experiences

86 

Table 3.9.—Among beginning postsecondary students who started at 2- or 4-year institutions, percentage 

Table 3.9.—distribution of the frequency with which they participated in school clubs in their first year, by 

Table 3.9.—student and institutional characteristics: 2003–04

Student and institutional characteristics Never Sometimes Often

 Total 73.0 17.9 9.1

Type of first institution

4-year

Public 59.6 26.7 13.7

Private not-for-profit 42.6 35.9 21.5

Private for-profit 87.8 8.7 3.5

2-year

Public 88.2 8.4 3.3

Private not-for-profit 82.1 11.8 6.2

Private for-profit 87.7 8.7 3.6

Level of first institution

4-year 56.4 28.2 15.4

2-year 88.1 8.5 3.4

Control of first institution

Public 77.3 15.4 7.3

Private not-for-profit 45.1 34.4 20.5

Private for-profit 87.8 8.7 3.5

Enrollment intensity through 2006

Always full-time 64.3 22.9 12.7

Mixed 80.4 13.9 5.7

Always part-time 94.3 4.8 1.0

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 71.3 20.5 8.3

Associate’s degree plans 79.1 13.6 7.3

Bachelor’s degree plans 49.4 32.4 18.3

Gender

Male 73.3 17.6 9.1

Female 72.8 18.1 9.1

Age first year enrolled

18 years or younger 64.4 23.3 12.2

19 years 67.5 21.1 11.4

20–23 years 85.0 10.5 4.5

24–29 years 91.5 6.3 2.2

30 or older 93.8 5.1 1.1

Race/ethnicity

White 72.1 18.3 9.6

Black 78.3 14.4 7.3

Hispanic 77.9 14.7 7.5

Asian/Pacific Islander 61.1 27.4 11.6

American Indian 77.7 9.5 12.7

Multiple races/other 70.2 21.6 8.1

NOTE: The survey item wording was as follows: During the 2003–2004 school year at [institution name], please indicate whether you

did the following never, sometimes or often: participated in school clubs. “Degree” includes certificates in vocational programs. Fulltime enrollment is 12 or more credits per term or 24 credits per year. Black includes African American, Hispanic includes Latino, 

American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other includes respondents having origins in a 

race not listed. Pacific Islanders have been combined with Asians because of small sample sizes. Race categories exclude Hispanic 

origin unless specified. This table includes students enrolled at postsecondary institutions in Puerto Rico. Detail may not sum to totals 

because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 3: Student Experiences 

87 

Table 3.10.—Among beginning postsecondary students who started at 2- or 4-year institutions, percentage 

Table 3.10.—distribution of the frequency with which they participated in sports in their first year, by 

Table 3.10.—student and institutional characteristics: 2003–04

Student and institutional characteristics Never Sometimes Often

 Total 78.6 10.8 10.6

Type of first institution

4-year

Public 65.1 19.7 15.1

Private not-for-profit 53.5 19.5 27.0

Private for-profit 96.1 1.8 2.1

2-year

Public 91.9 4.0 4.1

Private not-for-profit 83.4 5.6 11.0

Private for-profit 94.9 4.3 0.8

Level of first institution

4-year 63.8 18.3 17.9

2-year 92.0 4.1 4.0

Control of first institution

Public 81.6 10.0 8.3

Private not-for-profit 55.3 18.6 26.0

Private for-profit 95.4 3.2 1.4

Enrollment intensity through 2006

Always full-time 71.3 14.1 14.6

Mixed 85.2 8.1 6.7

Always part-time 95.6 2.7 1.7

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 78.3 11.4 10.2

Associate’s degree plans 85.7 5.5 8.8

Bachelor’s degree plans 58.4 20.7 21.0

Gender

Male 72.4 13.9 13.7

Female 83.5 8.4 8.1

Age first year enrolled

18 years or younger 71.9 14.1 14.0

19 years 72.8 13.2 14.0

20–23 years 88.9 6.0 5.1

24–29 years 95.3 3.3 1.4

30 or older 95.6 2.8 1.6

Race/ethnicity

White 75.8 12.1 12.1

Black 85.2 6.5 8.3

Hispanic 85.6 8.0 6.5

Asian/Pacific Islander 77.8 14.5 7.7

American Indian 85.4 6.9 7.7

Multiple races/other 79.6 9.7 10.7

NOTE: The survey item wording was as follows: During the 2003–2004 school year at [institution name], please indicate whether you

did the following never, sometimes or often: participated in varsity/intramural/club sports. “Degree” includes certificates in 

vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. Black includes African American, 

Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other includes 

respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because of small sample sizes. Race 

categories exclude Hispanic origin unless specified. This table includes students enrolled at postsecondary institutions in Puerto Rico. 

Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 3: Student Experiences

88 

Table 3.11.—Among beginning postsecondary students who started at 2- or 4-year institutions, percentage 

Table 3.11.—distribution of the frequency with which they attended study groups in their first year, by 

Table 3.11.—student and institutional characteristics: 2003–04

Student and institutional characteristics Never Sometimes Often

 Total 48.1 41.6 10.4

Type of first institution

4-year

Public 33.3 54.0 12.7

Private not-for-profit 23.6 58.7 17.7

Private for-profit 64.1 23.3 12.6

2-year

Public 62.1 31.5 6.4

Private not-for-profit 48.5 35.3 16.2

Private for-profit 64.4 26.6 9.0

Level of first institution

4-year 32.6 53.1 14.3

2-year 62.0 31.1 6.8

Control of first institution

Public 51.1 40.1 8.8

Private not-for-profit 25.2 57.2 17.6

Private for-profit 64.3 25.2 10.5

Enrollment intensity through 2006

Always full-time 39.8 47.5 12.7

Mixed 54.1 37.2 8.8

Always part-time 70.2 25.7 4.0

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 55.7 34.1 10.1

Associate’s degree plans 54.4 37.7 7.8

Bachelor’s degree plans 26.8 57.6 15.6

Gender

Male 49.6 40.4 10.0

Female 46.8 42.5 10.7

Age first year enrolled

18 years or younger 41.3 47.0 11.7

19 years 44.2 45.3 10.5

20–23 years 57.4 33.7 8.9

24–29 years 60.9 30.1 9.0

30 or older 64.4 27.9 7.7

Race/ethnicity

White 47.7 42.9 9.4

Black 47.6 38.9 13.6

Hispanic 53.6 36.2 10.2

Asian/Pacific Islander 39.9 47.0 13.1

American Indian 60.7 28.2 11.2

Multiple races/other 46.1 41.1 12.8

NOTE: The survey item wording was as follows: During the 2003–2004 school year at [institution name], please indicate whether you 

did the following never, sometimes or often: attended study groups outside of the classroom . “Degree” includes certificates in 

vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. Black includes African American, 

Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other includes 

respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because of small sample sizes. Race 

categories exclude Hispanic origin unless specified. This table includes students enrolled at postsecondary institutions in Puerto Rico. 

Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 3: Student Experiences 

89 

Table 3.12.—Percentage of beginning postsecondary students who reported taking various types of courses in

Table 3.12.—their first year, by student and institutional characteristics: 2003–04

Distance

Student and institutional education Mathe- Study

characteristics courses Any English matics Reading skills Writing

 Total 9.3 20.5 6.1 15.5 6.4 2.3 7.9

Type of first institution

4-year

Public 7.0 18.6 5.2 13.9 4.7 1.9 8.1

Private not-for-profit 6.5 15.2 4.5 9.8 3.8 2.1 7.3

Private for-profit 9.3 10.6 4.9 7.9 3.0 3.1 4.9

2-year

Public 13.2 28.6 8.4 22.3 10.0 2.8 9.6

Private not-for-profit 2.0 17.6 8.4 13.1 5.2 3.6 5.6

Private for-profit 5.1 8.3 2.2 5.1 1.7 1.7 4.8

Less-than-2-year

Public 5.0 11.1 7.0 8.9 5.5 1.6 4.7

Private for-profit 3.9 4.1 1.6 2.4 1.8 1.3 2.2

Level of first institution

4-year 7.0 16.9 4.9 12.2 4.3 2.1 7.6

2-year 12.2 26.4 7.8 20.5 9.1 2.7 9.1

Less-than-2-year 4.2 5.6 2.6 3.7 2.5 1.4 2.6

Control of first institution

Public 10.7 24.5 7.2 18.9 7.9 2.4 9.0

Private not-for-profit 6.3 15.3 4.8 10.1 3.9 2.2 7.1

Private for-profit 5.5 6.9 2.6 4.5 2.0 1.8 3.6

Degree plans first year

None 11.3 22.2 5.6 16.6 6.0 2.6 9.1

Certificate 6.2 12.6 5.3 8.9 5.3 2.1 5.8

Associate’s degree 12.5 26.4 7.7 21.0 9.1 2.8 8.6

Bachelor’s degree 6.8 17.4 5.2 12.3 4.5 2.0 7.7

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 5.1 13.3 4.9 9.1 5.6 1.7 7.6

Associate’s degree plans 12.2 32.5 9.5 26.4 11.4 3.5 11.1

Bachelor’s degree plans 5.6 17.0 4.9 11.6 4.4 1.9 7.9

Gender

Male 8.6 19.1 5.6 14.3 5.8 2.0 7.2

Female 9.7 21.6 6.5 16.4 6.9 2.6 8.4

Age first year enrolled

18 years or younger 7.0 22.5 6.4 16.4 6.8 2.3 9.6

19 years 9.8 22.3 6.6 17.2 6.5 2.7 8.4

20–23 years 10.7 19.0 6.4 14.7 6.9 2.5 6.8

24–29 years 11.7 15.1 4.1 12.1 4.3 1.7 4.2

30 or older 12.9 15.9 5.3 12.4 5.9 1.8 5.0

Race/ethnicity

White 9.8 19.9 5.8 14.9 5.5 2.5 7.9

Black 7.8 23.7 7.8 18.2 9.5 3.0 7.8

Hispanic 8.8 20.5 5.8 15.9 7.3 1.9 7.3

Asian/Pacific Islander 9.0 21.7 9.1 14.4 7.4 1.2 9.9

American Indian 15.5 29.5 4.6 20.0 15.1 2.7 14.6

Multiple races/other 7.8 17.4 4.3 14.8 5.0 1.3 7.8

See notes at end of table.

Remedial courses
Section 3: Student Experiences

90 

Table 3.12.—Percentage of beginning postsecondary students who reported taking various types of courses in

Table 3.12.—their first year, by student and institutional characteristics: 2003–04—Continued

Distance

Student and institutional education Mathe- Study

characteristics courses Any English matics Reading skills Writing

Dependency status first year

Dependent 8.3 22.4 6.4 16.6 6.7 2.4 9.0

Independent 11.6 16.1 5.4 12.6 5.7 2.1 5.2

Unmarried, no dependents 10.6 14.8 4.9 11.7 5.4 2.0 6.0

Single parent 9.6 15.8 6.1 12.7 5.4 2.2 4.7

Married 14.0 17.1 5.0 13.1 6.1 2.0 5.1

Highest education of parents

High school or less 8.9 21.6 6.7 16.7 7.2 2.4 7.9

Some postsecondary 9.9 23.5 7.0 18.1 7.1 2.4 8.6

Bachelor’s degree or higher 8.9 17.9 5.1 12.8 5.2 2.2 7.4

Dependent student family income 

Less than $32,000 8.6 24.3 8.2 18.4 9.1 2.7 9.6

$32,000–59,999 8.8 23.0 6.0 17.6 6.0 2.0 8.5

$60,000–91,999 8.4 24.0 7.5 17.7 7.1 2.9 10.4

$92,000 or more 7.7 17.8 3.8 12.6 4.5 2.0 7.2

Admissions test taken (ACT/SAT)1

Did not take tests 8.7 22.9 8.1 17.7 7.7 2.8 8.8

Took tests 8.3 21.6 6.1 16.0 6.5 2.4 8.8

Admissions test scores (ACT/SAT)1

Lowest 8.4 34.1 9.7 26.4 12.3 3.4 12.8

Low middle 9.8 25.4 7.9 18.7 7.0 2.8 9.1

High middle 8.8 16.7 4.4 12.4 3.4 1.8 7.7

Highest 6.3 9.4 1.9 5.9 2.9 1.4 5.3

Highest level of high school mathematics1

Below Algebra II 6.9 26.9 7.9 21.2 9.1 3.3 10.9

Algebra II 10.1 27.2 9.0 21.2 9.0 2.9 9.5

Trigonometry 9.5 21.6 5.9 15.9 5.8 2.3 8.7

Pre-calculus 8.2 18.2 4.6 12.8 4.9 2.4 8.2

Calculus 5.8 12.1 3.4 7.4 3.5 1.3 6.0

1

Beginners under age 24 only.

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. 

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native 

Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because 

of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and 

had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents in 2002. Categories 

represent the income quartile ranges of all dependent student families. Totals include students in private not-for-profit less-than-2-year 

institutions; sample size was too small to show as a separate category. Courses are self-reported by students. Institutions report higher 

rates of remedial course-taking than students. This table includes students enrolled at postsecondary institutions in Puerto Rico.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).

Remedial courses
Section 3: Student Experiences 

91 

Table 3.13.—Percentage of 2003–04 beginning postsecondary students who reported various academic 

Table 3.13.—experiences, by student and institutional characteristics: 2006

Ever repeated Ever withdrew

Student and institutional Ever Ever received a course for after add/drop

characteristics changed major an incomplete a higher grade deadline

 Total 31.2 16.1 23.0 31.0

Type of first institution

4-year

Public 39.8 13.8 29.2 35.8

Private not-for-profit 30.4 11.3 15.1 25.4

Private for-profit 19.0 25.1 18.1 26.4

2-year

Public 30.0 18.4 26.0 36.1

Private not-for-profit 22.9 9.8 18.1 19.8

Private for-profit 11.8 22.2 9.9 17.6

Less-than-2-year

Public 16.6 9.9 8.6 8.4

Private for-profit 17.4 15.3 8.7 7.5

Level of first institution

4-year 35.4 13.8 23.9 31.8

2-year 27.8 18.7 24.1 33.8

Less-than-2-year 17.0 15.3 9.5 7.7

Control of first institution

Public 34.5 16.3 27.1 35.6

Private not-for-profit 29.8 11.5 15.6 24.9

Private for-profit 16.0 20.0 11.5 15.7

Degree plans first year

None 34.4 16.1 26.0 33.9

Certificate 19.3 15.9 11.9 15.1

Associate’s degree 26.5 19.3 24.2 33.3

Bachelor’s degree 36.2 13.6 24.1 32.5

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 25.4 12.4 12.7 16.3

Associate’s degree plans 29.4 17.3 27.8 34.3

Bachelor’s degree plans 36.9 12.4 23.9 32.1

Gender

Male 30.4 17.3 25.0 33.2

Female 31.7 15.2 21.5 29.4

Age first year enrolled

18 years or younger 34.4 14.6 24.9 32.8

19 years 34.3 14.6 26.0 33.4

20–23 years 25.4 18.6 22.1 28.7

24–29 years 21.1 19.9 15.6 26.4

30 or older 18.4 20.8 13.3 23.1

Race/ethnicity

White 32.5 14.2 20.1 30.7

Black 28.6 19.1 29.6 28.9

Hispanic 28.6 20.5 26.7 32.3

Asian/Pacific Islander 26.9 14.9 29.5 31.6

American Indian 27.7 15.7 11.6 31.8

Multiple races/other 32.7 21.1 25.4 36.5

See notes at end of table.
Section 3: Student Experiences

92 

Table 3.13.—Percentage of 2003–04 beginning postsecondary students who reported various academic 

Table 3.13.—experiences, by student and institutional characteristics: 2006—Continued

Ever repeated Ever withdrew

Student and institutional Ever Ever received a course for after add/drop

characteristics changed major an incomplete a higher grade deadline

Dependency status first year

Dependent 34.0 14.9 25.3 32.9

Independent 20.8 19.6 15.8 25.3

Unmarried, no dependents 25.1 19.2 13.1 26.8

Single parent 22.0 20.2 17.8 26.6

Married 16.7 19.2 15.6 22.9

Highest education of parents

High school or less 26.6 17.9 20.6 28.9

Some postsecondary 32.6 17.0 25.8 32.1

Bachelor’s degree or higher 33.7 14.0 23.1 32.3

Dependent student family income 

Less than $32,000 29.4 17.0 26.8 31.8

$32,000–59,999 35.7 15.4 25.0 31.7

$60,000–91,999 34.2 14.1 25.1 34.3

$92,000 or more 36.4 12.9 23.9 33.2

Admissions test taken (ACT/SAT)1

Did not take tests 24.4 20.1 24.0 30.9

Took tests 34.9 14.1 25.0 32.7

Admissions test scores (ACT/SAT)1

Lowest 33.2 17.2 31.6 34.3

Low middle 34.9 15.5 28.1 34.6

High middle 35.5 13.4 24.0 32.7

Highest 35.8 10.4 16.9 29.4

Highest level of high school mathematics1

Below Algebra II 30.1 19.7 26.4 36.2

Algebra II 31.1 17.2 26.6 31.3

Trigonometry 35.2 15.5 26.0 33.3

Pre-calculus 34.2 13.0 25.1 33.2

Calculus 35.5 10.4 19.3 29.1

1

Beginners under age 24 only.

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year.

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native 

Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because 

of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and 

had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents in 2002. Categories 

represent the income quartile ranges of all dependent student families. Totals include students in private not-for-profit less-than-2-year 

institutions; sample size was too small to show as a separate category. The information in this table is self-reported by students. This 

table includes students enrolled at postsecondary institutions in Puerto Rico.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
93 

Section 4: Student Persistence and Attainment Anywhere 

The tables in this section show the percentages of 2003–04 beginning postsecondary 

students who attained a degree or certificate and their persistence and attainment status through 

June 2006. These data refer to persistence and attainment anywhere, not just at the first 

institution attended. Thus, the outcomes of students who transferred during their first 3 years is 

captured. Section 5 examines rates of retention and attainment at the first institution. 

The 3-year period covered in this report is too brief to determine whether students who had 

not attained a certificate or degree and were no longer enrolled anywhere in June 2006 had 

permanently left postsecondary education. Some beginning students may “stop out” by leaving 

an institution for a semester or more, and then returning to that or a different institution later. 

Students who have “stopped out” can only be identified as such after they have returned, which 

may be after the 3-year period of this study. When the term “left postsecondary education” is 

used in this report, it only refers to the enrollment status of the student at the end of the 3-year 

period, and includes some “stop-outs” who cannot be identified until later. 

All Beginning Postsecondary Students 

• By June 2006, some 16 percent of all 2003–04 beginning postsecondary students had 

attained a certificate or degree, primarily certificates (8 percent) or associate’s degrees 

(7 percent), but 1 percent had earned a bachelor’s degree (table 4.1). 

• About one-half (51 percent) of all beginning postsecondary students had not earned a 

degree but were still enrolled, and about one-third (33 percent) had not earned a degree 

and were not enrolled anywhere in 2006. 

• Among 2003–04 beginning postsecondary students whose initial plan was to complete 

a certificate, 44 percent had earned one by 2006, and another 2 percent had earned an 

associate’s degree; 41 percent had not attained a certificate or degree and were not 

enrolled anywhere in 2006. 

• Among those whose initial plan was to complete an associate’s degree, 15 percent had 

earned one by 2006. Thirty-six percent had not earned any awards but were still 

enrolled, and 45 percent had not completed a certificate or degree and were not 

enrolled anywhere in 2006. 
Section 4: Student Persistence and Attainment Anywhere

94 

• Among those planning to earn a bachelor’s degree when they first enrolled, 2 percent 

had earned one by 2006 (i.e., in less than 4 years) and 77 percent were still enrolled. 

Eighteen percent were not enrolled anywhere and had not completed a degree in 2006. 

• Beginning postsecondary students who always attended part time were not enrolled 

and had not completed any degree at a higher rate (69 percent) than those who always 

attended full time (28 percent). 

• Also leaving without completing at higher rates were males (36 percent) compared 

with females (32 percent); students 20–23 years old when they started (49 percent) 

compared with those who started at age 19 (27 percent); and Blacks (43 percent) and 

Hispanics (37 percent) compared with Whites (31 percent) and Asians (21 percent). 

Students Beginning at Public 2-Year Institutions 

• Among 2003–04 beginning postsecondary students who started at public 2-year 

institutions, 5 percent had earned a certificate by June 2006, and 10 percent had earned 

an associate’s degree (table 4.2). Another 40 percent had earned no degree but were 

still enrolled, and 45 percent were not enrolled and had not completed a certificate or 

degree. 

• A greater proportion of students seeking degrees in applied than in general education 

or transfer fields had left without earning a degree (49 vs. 43 percent). 

• By 2003, some 60 percent of students who were single parents when they first began 

were no longer enrolled and had not completed any certificate or degree. 

• Among those who were 23 or younger when they began in a public 2-year institution in 

2003–04, those whose highest level of high school mathematics was below algebra II 

had attained a degree by June 2006 at lower rates than those who completed 

trigonometry, pre-calculus, or calculus in high school. 

Students Beginning at 4-Year Institutions 

• Because earning a bachelor’s degree typically takes at least 4 years, most students who 

began at 4-year institutions in 2003–04 were still enrolled in 2006 (74 percent), 

although 19 percent were not enrolled and had left without completing their degree 

(table 4.3). A few had earned a bachelor’s degree (2 percent), certificate (1 percent), or 

associate’s degree (4 percent). 

• Students attending private for-profit 4-year institutions differed from those at other 4-

year institutions. Among students beginning at private for-profit 4-year institutions, 16 

percent earned an associate’s degree and 48 percent were not enrolled and had not 

completed a degree. In contrast, relatively fewer students earned associate’s degrees at 

public or private not-for-profit institutions (2 and 4 percent, respectively), and fewer 

had left without completing their degree (17 and 16 percent). 
Section 4: Student Persistence and Attainment Anywhere 

95 

• Students who scored in the highest category of college admissions test scores had a 

lower departure rate (8 percent) than students who had lower scores (14 to 31 percent). 

• Similarly, students who took calculus in high school had a lower departure rate (8 

percent) than those who had only taken lower levels of mathematics courses (13 to 37 

percent). 

• The percentage of students who were no longer enrolled and had not completed a 

degree by 2006 varied by gender, age, race/ethnicity, and family background. Those 

with the lowest departure rates were females, students 18 years or younger or 19 years 

when they started, Asians, students who had at least one parent with a bachelor’s 

degree, and students from families with high incomes. 
Section 4: Student Persistence and Attainment Anywhere

96 

Table 4.1.—Percentage of 2003–04 beginning postsecondary students who attained a degree and percentage 

Table 4.1.—distribution of their persistence and attainment status anywhere through June 2006, by student 

Table 4.1.—and institutional characteristics

Attained Attained No No

 Associ- Bach- degree, degree, degree, degree,

Student and institutional Any Certif- ate’s elor’s not still still not

characteristics degree icate degree degree Total enrolled enrolled enrolled enrolled

 Total 15.9 7.8 7.0 1.0 100.0 8.9 7.0 50.7 33.5

Type of first institution

4-year

Public 5.5 0.6 2.4 2.5 100.0 3.2 2.4 77.2 17.3

Private not-for-profit 7.1 1.0 3.9 2.2 100.0 4.0 3.1 76.8 16.1

Private for-profit 18.2 1.3 15.9 1.0 100.0 8.5 9.7 34.3 47.6

2-year

Public 15.5 5.5 10.0 0.1 100.0 5.5 10.1 39.8 44.6

Private not-for-profit 31.0 10.2 20.8 # 100.0 18.3 12.7 29.6 39.3

Private for-profit 34.1 15.8 18.4 # 100.0 25.6 8.5 13.2 52.6

Less-than-2-year

Public 63.1 62.3 0.6 0.1 100.0 51.8 11.3 6.9 30.0

Private for-profit 50.3 50.2 0.1 # 100.0 41.3 9.0 8.2 41.5

Level of first institution

4-year 7.0 0.8 3.9 2.3 100.0 3.8 3.2 73.8 19.2

2-year 17.6 6.5 11.0 0.1 100.0 7.6 10.0 37.1 45.3

Less-than-2-year 52.2 51.9 0.2 # 100.0 42.8 9.4 8.3 39.5

Control of first institution

Public 12.6 4.7 7.0 1.0 100.0 5.4 7.2 53.3 34.1

Private not-for-profit 9.1 2.2 4.9 2.1 100.0 5.4 3.8 73.0 17.8

Private for-profit 38.0 28.4 9.3 0.2 100.0 29.0 9.0 15.7 46.3

Degree plans first year

None 9.4 4.8 4.3 0.3 100.0 4.3 5.1 46.9 43.7

Certificate 45.8 43.7 2.0 0.1 100.0 36.4 9.5 13.2 41.0

Associate’s degree 18.6 3.5 14.9 0.2 100.0 6.7 11.9 36.2 45.2

Bachelor’s degree 5.1 0.6 2.2 2.3 100.0 3.0 2.1 77.2 17.7

Enrollment intensity through 2006

Always full-time 18.3 8.6 8.3 1.4 100.0 11.1 7.2 53.8 27.9

Mixed 14.9 7.2 7.0 0.7 100.0 6.3 8.6 57.2 28.0

Always part-time 7.0 5.6 1.5 # 100.0 4.3 2.7 23.9 69.1

Transfer status through 2006

Did not transfer 15.4 8.0 6.1 1.2 100.0 10.1 5.2 47.2 37.4

Transferred 17.9 6.9 10.7 0.3 100.0 3.7 14.2 65.2 16.9

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 52.4 47.6 4.3 0.5 100.0 36.6 15.9 19.0 28.6

Associate’s degree plans 28.5 2.4 25.7 0.4 100.0 8.2 20.2 40.1 31.4

Bachelor’s degree plans 5.2 0.3 2.2 2.7 100.0 3.2 2.0 82.6 12.2

See notes at end of table.

Attained degree anywhere through 2006 Persistence anywhere through 2006

Highest degree
Section 4: Student Persistence and Attainment Anywhere 

97 

Table 4.1.—Percentage of 2003–04 beginning postsecondary students who attained a degree and percentage 

Table 4.1.—distribution of their persistence and attainment status anywhere through June 2006, by student 

Table 4.1.—and institutional characteristics—Continued

Attained Attained No No

 Associ- Bach- degree, degree, degree, degree,

Student and institutional Any Certif- ate’s elor’s not still still not

characteristics degree icate degree degree Total enrolled enrolled enrolled enrolled

Age first year enrolled

18 years or younger 13.0 3.9 7.6 1.5 100.0 5.7 7.3 64.5 22.4

19 years 15.2 5.4 8.2 1.5 100.0 7.6 7.5 57.7 27.2

20–23 years 17.4 10.9 6.3 0.2 100.0 11.3 6.2 33.7 48.9

24–29 years 21.5 16.2 5.2 0.1 100.0 15.7 5.8 26.1 52.4

30 or older 21.4 16.4 4.9 0.1 100.0 15.1 6.3 24.7 53.9

Race/ethnicity

White 15.0 6.1 7.7 1.3 100.0 8.0 7.0 53.8 31.2

Black 15.5 9.7 5.3 0.4 100.0 8.8 6.6 41.1 43.4

Hispanic 20.5 14.1 6.0 0.4 100.0 13.4 7.1 42.3 37.2

Asian/Pacific Islander 14.3 5.5 6.7 2.2 100.0 7.2 7.1 64.7 21.0

American Indian 14.1 10.4 3.6 # 100.0 9.6 4.5 50.5 35.4

Multiple races/other 14.8 6.7 7.3 0.8 100.0 7.5 7.3 48.9 36.3

Dependency status first year

Dependent 13.7 4.7 7.6 1.4 100.0 6.6 7.1 60.7 25.6

Independent 21.2 15.4 5.6 0.2 100.0 14.6 6.6 26.2 52.7

Unmarried, no dependents 18.9 11.6 7.0 0.3 100.0 11.4 7.5 29.9 51.3

Single parent 22.4 17.1 5.1 0.2 100.0 16.7 5.7 22.5 55.1

Married 21.4 16.3 5.1 0.1 100.0 14.6 6.8 27.2 51.3

Highest education of parents

High school or less 20.9 12.6 7.9 0.4 100.0 12.8 8.2 35.8 43.2

Some postsecondary 15.7 6.9 8.1 0.7 100.0 8.1 7.5 48.4 36.0

Bachelor’s degree or higher 11.0 3.4 5.7 1.9 100.0 5.5 5.5 67.2 21.9

Dependent student family income 

Less than $32,000 17.6 8.8 7.9 0.8 100.0 9.6 7.9 48.6 33.8

$32,000–59,999 16.4 5.4 9.7 1.2 100.0 7.2 9.1 55.6 28.1

$60,000–91,999 11.3 2.6 7.3 1.4 100.0 5.2 6.1 65.9 22.8

$92,000 or more 9.1 1.4 5.4 2.4 100.0 4.1 5.0 74.5 16.4

Federal Pell Grant received in first year

Dependent Pell Grant recipients 19.2 9.9 8.4 1.0 100.0 10.9 8.3 50.2 30.6

Independent Pell Grant recipients 28.6 21.7 6.7 0.2 100.0 21.6 7.0 21.3 50.1

Worked while enrolled in 2003–04

Did not work 16.8 9.4 5.9 1.6 100.0 11.0 5.8 55.4 27.8

Worked part time 15.7 6.1 8.5 1.1 100.0 7.6 8.1 55.6 28.7

Worked full time 14.9 9.0 5.6 0.2 100.0 8.6 6.2 34.7 50.4

# Rounds to zero.

NOTE: “Persistence and attainment anywhere” include students who transferred out of the first institution attended. “Degree” includes

certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. Black includes African

American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other 

includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because of small sample 

sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and had no 

dependents of their own in 2003. Family income of dependent students is the annual income of the parents in 2002. Categories 

represent the income quartile ranges of all dependent student families. Totals include students in private not-for-profit less-than-2-year 

institutions; sample size was too small to show as a separate category. This table includes students enrolled at postsecondary 

institutions in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).

 Persistence anywhere through 2006

Highest degree

Attained degree anywhere through 2006
Section 4: Student Persistence and Attainment Anywhere

98 

Table 4.2.—Among 2003–04 beginning postsecondary students who started at public 2-year institutions, 

Table 4.2.—percentage who attained a degree and percentage distribution of their persistence and 

Table 4.2.—attainment status anywhere through June 2006, by student and institutional characteristics

Attained Attained No No

degree, degree, degree, degree,

Student and institutional Any Associate’s not still still not

characteristics degree Certificate degree Total enrolled enrolled enrolled enrolled

 Total 15.5 5.5 10.0 100.0 5.5 10.1 39.8 44.6

Degree plans first year

None 10.0 5.3 4.7 100.0 4.1 5.9 42.6 47.4

Certificate 31.8 26.6 5.2 100.0 21.3 10.5 21.2 47.0

Associate’s degree 16.1 3.4 12.7 100.0 4.4 11.7 39.0 44.9

Bachelor’s degree 8.5 1.7 6.3 100.0 1.7 6.8 54.8 36.7

Type of associate’s degree

Applied fields 17.6 5.2 12.4 100.0 7.3 10.3 33.9 48.5

General education/transfer 14.6 2.7 11.9 100.0 3.2 11.5 42.1 43.2

Transfer and degree plans

Degree, no transfer 19.4 10.5 8.8 100.0 10.0 9.5 31.4 49.2

Degree and transfer 17.5 2.4 15.0 100.0 3.6 13.8 42.7 39.8

No degree, transfer 13.2 2.0 11.1 100.0 1.9 11.3 49.6 37.2

No degree and no transfer 12.8 8.3 4.4 100.0 7.7 5.1 32.4 54.8

Enrollment intensity through 2006

Always full-time 22.8 5.8 16.8 100.0 8.6 14.1 36.5 40.7

Mixed 15.7 6.3 9.4 100.0 4.3 11.4 54.3 29.9

Always part-time 5.6 3.8 1.8 100.0 2.8 2.8 23.9 70.5

Transfer status through 2006

Did not transfer 13.9 5.2 8.7 100.0 6.0 7.8 33.3 52.8

Transferred 21.2 6.4 14.7 100.0 3.5 17.8 62.3 16.4

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 40.5 25.9 14.7 100.0 27.3 13.2 22.7 36.8

Associate’s degree plans 26.8 2.2 24.6 100.0 6.0 20.7 42.9 30.4

Bachelor’s degree plans 11.6 0.8 9.9 100.0 1.9 9.7 61.5 26.9

Gender

Male 14.5 5.1 9.4 100.0 5.5 9.0 38.5 47.0

Female 16.3 5.7 10.5 100.0 5.4 10.9 40.9 42.8

Age first year enrolled

18 years or younger 18.6 3.4 15.0 100.0 3.9 14.6 47.5 33.9

19 years 17.2 4.6 12.5 100.0 6.1 11.0 43.5 39.3

20–23 years 9.9 4.5 5.4 100.0 5.2 4.6 36.4 53.7

24–29 years 12.5 7.3 4.9 100.0 4.9 7.5 32.2 55.3

30 or older 14.5 10.2 4.3 100.0 8.0 6.5 28.1 57.5

Race/ethnicity

White 17.6 6.0 11.6 100.0 6.1 11.5 38.7 43.6

Black 11.1 5.3 5.8 100.0 4.4 6.7 36.3 52.6

Hispanic 11.6 4.1 7.5 100.0 4.0 7.6 42.2 46.2

Asian/Pacific Islander 14.6 4.9 9.2 100.0 4.5 10.1 53.5 31.9

American Indian 14.0 7.5 6.6 100.0 6.7 7.4 59.6 26.3

Multiple races/other 15.7 3.8 11.9 100.0 5.6 10.1 39.5 44.8

See notes at end of table.

Attained degree 

 Persistence anywhere through 2006

Highest degree

anywhere through 2006
Section 4: Student Persistence and Attainment Anywhere 

99 

Table 4.2.—Among 2003–04 beginning postsecondary students who started at public 2-year institutions, 

Table 4.2.—percentage who attained a degree and percentage distribution of their persistence and 

Table 4.2.—attainment status anywhere through June 2006, by student and institutional characteristics

Table 4.2.——Continued

Attained Attained No No

degree, degree, degree, degree,

Student and institutional Any Associate’s not still still not

characteristics degree Certificate degree Total enrolled enrolled enrolled enrolled

Dependency status first year

Dependent 17.2 4.0 13.2 100.0 5.1 12.0 45.2 37.6

Independent 12.7 8.0 4.6 100.0 6.1 6.7 30.6 56.7

Unmarried, no dependents 13.2 7.4 5.6 100.0 5.5 7.7 30.9 55.9

Single parent 9.8 5.6 4.1 100.0 4.7 5.1 29.9 60.3

Married 14.5 10.0 4.5 100.0 7.2 7.2 30.8 54.7

Highest education of parents

High school or less 16.0 6.8 9.1 100.0 6.0 9.9 35.2 48.9

Some postsecondary 15.8 5.4 10.3 100.0 6.0 9.8 38.7 45.4

Bachelor’s degree or higher 15.1 3.4 11.5 100.0 4.3 10.8 47.9 37.0

Dependent student family income 

Less than $32,000 16.4 4.0 12.4 100.0 5.5 11.0 41.7 41.9

$32,000–59,999 20.7 5.0 15.7 100.0 5.9 14.8 42.5 36.8

$60,000–91,999 16.8 3.7 12.9 100.0 5.5 11.3 45.8 37.4

$92,000 or more 13.7 2.6 11.1 100.0 3.2 10.5 53.4 32.9

Admissions test taken (ACT/SAT)1

Did not take tests 11.7 4.4 7.3 100.0 4.9 6.8 41.3 47.0

Took tests 18.3 3.8 14.4 100.0 4.9 13.4 45.0 36.7

Admissions test scores (ACT/SAT)1

Lowest 15.4 4.4 11.0 100.0 5.7 9.8 43.1 41.5

Low middle 19.8 4.1 15.7 100.0 4.2 15.6 42.3 38.0

High middle 23.0 3.2 19.7 100.0 4.7 18.3 46.2 30.8

Highest 16.3 1.6 14.0 100.0 4.1 12.2 60.8 22.9

Highest level of high school mathematics1

Below Algebra II 12.0 4.5 7.5 100.0 4.3 7.7 41.9 46.1

Algebra II 14.9 4.6 10.2 100.0 5.2 9.7 42.9 42.3

Trigonometry 21.8 3.8 18.0 100.0 5.8 15.9 45.0 33.2

Pre-calculus 19.7 2.6 16.9 100.0 4.7 15.0 44.8 35.5

Calculus 19.4 2.1 17.0 100.0 2.9 16.4 52.7 27.9

Federal Pell Grant received in first year

Dependent Pell Grant recipients 19.8 4.3 15.5 100.0 6.1 13.8 38.5 41.6

Independent Pell Grant recipients 17.9 10.3 7.5 100.0 8.2 9.8 30.0 52.0

1

Beginners under age 24 only.

NOTE: “Persistence and attainment anywhere” include students who transferred out of the first institution attended. “Degree” includes

certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. Black includes African

American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other 

includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because of small sample 

sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and had no 

dependents of their own in 2003. Family income of dependent students is the annual income of the parents in 2002. Categories 

represent the income quartile ranges of all dependent student families. This table includes students enrolled at postsecondary 

institutions in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).

Highest degree

anywhere through 2006

Attained degree 

 Persistence anywhere through 2006
Section 4: Student Persistence and Attainment Anywhere

100 

Table 4.3.—Among 2003–04 beginning postsecondary students who started at 4-year institutions, percentage 

Table 4.3.—who attained a degree and percentage distribution of their persistence and attainment status 

Table 4.3.—anywhere through June 2006, by student and institutional characteristics

Attained Attained No No

 Associ- Bach- degree, degree, degree, degree,

Student and institutional Any Certif- ate’s elor’s not still still not

characteristics degree icate degree degree Total enrolled enrolled enrolled enrolled

 Total 7.0 0.8 3.9 2.3 100.0 3.8 3.2 73.8 19.2

Control of first institution

Public 4-year 5.5 0.6 2.4 2.5 100.0 3.2 2.4 77.2 17.3

Private not-for-profit 4-year 7.1 1.0 3.9 2.2 100.0 4.0 3.1 76.8 16.1

Private for-profit 4-year 18.2 1.3 15.9 1.0 100.0 8.5 9.7 34.3 47.6

Doctorate-granting status of first institution

Doctorate-granting 5.7 0.6 2.2 2.9 100.0 3.4 2.3 81.4 12.9

Non-doctorate-granting 4-year 8.3 1.0 5.6 1.7 100.0 4.3 4.0 66.1 25.6

Degree plans first year

None 5.8 0.9 3.7 1.2 100.0 2.5 3.3 65.7 28.5

Certificate 14.1 11.2 0.8 2.1 100.0 12.1 2.0 49.0 36.9

Associate’s degree 23.7 1.7 20.7 1.2 100.0 9.0 14.6 34.7 41.6

Bachelor’s degree 4.5 0.4 1.6 2.5 100.0 3.0 1.5 80.5 15.0

Enrollment intensity through 2006

Always full-time 7.4 0.6 4.3 2.5 100.0 4.0 3.4 76.1 16.5

Mixed 6.5 1.5 3.0 2.0 100.0 3.9 2.7 71.1 22.4

Always part-time 0.7 0.7 # # 100.0 0.6 0.1 30.1 69.2

Transfer status through 2006

Did not transfer 6.8 0.5 3.6 2.7 100.0 4.2 2.6 73.5 19.7

Transferred 7.8 1.8 5.5 0.5 100.0 2.3 5.5 75.0 17.2

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 11.6 6.6 1.5 3.5 100.0 8.2 3.4 71.1 17.3

Associate’s degree plans 32.2 1.4 28.7 2.0 100.0 11.2 21.0 37.7 30.1

Bachelor’s degree plans 4.8 0.3 1.7 2.8 100.0 3.3 1.5 84.2 11.1

Gender

Male 6.9 0.6 4.3 2.0 100.0 3.6 3.3 71.1 22.0

Female 7.1 0.9 3.6 2.5 100.0 4.0 3.0 75.8 17.1

Age first year enrolled

18 years or younger 6.1 0.6 3.1 2.4 100.0 3.5 2.6 79.6 14.3

19 years 8.1 0.5 4.6 3.0 100.0 4.5 3.5 77.0 14.9

20–23 years 7.0 1.2 4.9 0.9 100.0 2.7 4.2 51.4 41.6

24–29 years 10.4 2.5 7.8 0.1 100.0 5.9 4.5 39.3 50.3

30 or older 9.1 2.5 6.2 0.4 100.0 4.4 4.7 38.2 52.8

Race/ethnicity

White 7.1 0.6 4.0 2.6 100.0 4.1 3.1 75.4 17.5

Black 6.3 1.7 3.4 1.1 100.0 3.0 3.3 66.7 27.1

Hispanic 6.0 0.8 3.8 1.4 100.0 3.6 2.4 69.8 24.2

Asian/Pacific Islander 9.3 1.1 4.5 3.7 100.0 4.5 4.8 79.5 11.2

American Indian 1.0 0.3 0.7 # 100.0 # 1.0 59.0 40.1

Multiple races/other 6.2 0.7 3.8 1.7 100.0 2.6 3.6 68.6 25.2

See notes at end of table.

 Persistence anywhere through 2006

Highest degree

Attained degree anywhere through 2006
Section 4: Student Persistence and Attainment Anywhere 

101 

Table 4.3.—Among 2003–04 beginning postsecondary students who started at 4-year institutions, percentage 

Table 4.3.—who attained a degree and percentage distribution of their persistence and attainment status 

Table 4.3.—anywhere through June 2006, by student and institutional characteristics—Continued

Attained Attained No No

 Associ- Bach- degree, degree, degree, degree,

Student and institutional Any Certif- ate’s elor’s not still still not

characteristics degree icate degree degree Total enrolled enrolled enrolled enrolled

Dependency status first year

Dependent 6.7 0.6 3.6 2.5 100.0 3.7 3.0 78.0 15.3

Independent 9.2 2.3 6.3 0.6 100.0 4.7 4.5 41.1 49.7

Unmarried, no dependents 8.0 0.9 6.5 0.6 100.0 5.6 2.3 48.0 44.1

Single parent 11.2 4.1 6.4 0.7 100.0 5.3 6.0 32.4 56.4

Married 8.0 1.7 5.9 0.4 100.0 3.1 4.9 44.4 47.6

Highest education of parents

High school or less 8.5 1.4 5.6 1.5 100.0 4.3 4.2 58.4 33.1

Some postsecondary 8.1 0.9 5.5 1.7 100.0 3.7 4.3 71.1 20.8

Bachelor’s degree or higher 5.9 0.4 2.6 2.9 100.0 3.7 2.2 81.8 12.3

Dependent student family income 

Less than $32,000 7.0 1.1 4.1 1.9 100.0 3.7 3.4 69.4 23.5

$32,000–59,999 7.7 0.4 5.0 2.3 100.0 4.1 3.6 73.3 19.0

$60,000–91,999 6.1 0.8 3.0 2.3 100.0 3.7 2.5 82.2 11.6

$92,000 or more 6.4 0.1 2.8 3.4 100.0 3.7 2.7 84.0 9.6

Admissions test taken (ACT/SAT)1

Did not take tests 14.0 3.0 9.0 1.9 100.0 9.1 4.9 44.0 42.0

Took tests 6.4 0.5 3.4 2.5 100.0 3.5 2.9 78.5 15.1

Admissions test scores (ACT/SAT)1

Lowest 8.8 0.7 7.0 1.1 100.0 3.6 5.2 60.1 31.1

Low middle 6.3 1.0 3.6 1.7 100.0 3.1 3.2 76.7 17.1

High middle 5.6 0.3 3.0 2.3 100.0 2.7 2.9 80.4 14.0

Highest 6.2 0.3 2.1 3.9 100.0 4.3 1.9 85.4 8.4

Highest level of high school mathematics1

Below Algebra II 11.0 1.3 7.5 2.1 100.0 5.9 5.0 51.9 37.1

Algebra II 8.4 1.1 5.7 1.6 100.0 4.0 4.4 64.6 27.0

Trigonometry 6.2 0.9 3.9 1.4 100.0 2.7 3.4 77.8 16.0

Pre-calculus 6.1 0.4 3.2 2.6 100.0 3.1 3.0 81.1 12.8

Calculus 5.7 0.2 1.5 3.9 100.0 4.4 1.3 86.8 7.5

Federal Pell Grant received in first year

Dependent Pell Grant recipients 7.2 0.8 4.5 1.9 100.0 4.1 3.1 71.6 21.2

Independent Pell Grant recipients 11.0 3.8 6.4 0.8 100.0 5.8 5.2 36.9 52.1

# Rounds to zero. 1

Beginners under age 24 only.

NOTE: “Persistence and attainment anywhere” include students who transferred out of the first institution attended. “Degree” includes 

certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. Black includes African 

American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other 

includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because of small sample 

sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and had no 

dependents of their own in 2003. Family income of dependent students is the annual income of the parents in 2002. Categories represent 

the income quartile ranges of all dependent student families. This table includes students enrolled at postsecondary institutions in Puerto 

Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).

 Persistence anywhere through 2006

Highest degree

Attained degree anywhere through 2006
THIS PAGE INTENTIONALLY LEFT BLANK 
103 

Section 5: Student Retention and Attainment at the First 

Institution Attended 

The tables in this section show the percentages of 2003–04 beginning postsecondary 

students who attained a degree or certificate at the first institution attended or were still enrolled 

there in any part of the 2005–06 academic year. Since institutional retention is often based on the 

percentage of students who are still enrolled in the fall term, the tables in this section show the 

percentage of beginning students who were not enrolled at all in 2005–06, those enrolled only in 

the fall of 2005, and those still enrolled at the end of the spring term in June 2006 at the first 

institution attended. 

The 3-year period covered in this report is too brief to determine whether students who had 

not attained a certificate or degree and were no longer enrolled in 2005–06 had permanently left 

the first institution attended. Some beginning students may “stop out” by leaving an institution 

for a semester or more, and then returning to that institution later. Students who have “stopped 

out” can only be identified as such after they have returned, which may be after the 3-year period 

of this study. When the term “left" is used below, it only refers to the enrollment status of the 

student at the end of the 3-year period in relation to the first institution attended, and includes 

some “stop-outs” who may return to that institution after 2006. 

All Beginning Postsecondary Students 

• Among all 2003–04 beginning postsecondary students, 14 percent had earned a degree 

by 2006 at the first institution they attended, 36 percent were still enrolled at that 

institution without a degree in June 2006, 5 percent were last enrolled there in the fall 

of 2005, 17 percent had transferred to a different institution, and 25 percent had not 

attained a degree and were not enrolled anywhere in 2005–06 (table 5.1). 

• Forty-three percent of students seeking a certificate and 14 percent of students seeking 

an associate’s degree had earned one by 2006 at the institution they first attended. 

Students Beginning at Public 2-Year Institutions 

• Among students who began at a public 2-year institution, 4 percent had earned a 

certificate and 9 percent had earned an associate’s degree by 2006 at the first 

institution attended (table 5.2). Another 25 percent were still enrolled in that institution 

without a degree in June 2006, 7 percent were last enrolled there in the fall of 2005, 
Section 5: Student Retention and Attainment at the First Institution Attended

104 

and 20 percent had transferred elsewhere without completing a program. The 

remaining 35 percent had not completed a certificate or degree and were not enrolled 

anywhere in 2005–06. 

• Among those who always attended full time, 20 percent had attained a degree or 

certificate, with 5 percent earning a certificate and 16 percent an associate’s degree at 

their first institution. Beginning students who mixed full- and part-time attendance or 

attended exclusively part time had lower attainment rates (13 and 6 percent, 

respectively). 

• Among recent (2003) high school graduates who enrolled full time in fall 2003, some 

38 percent had earned an award (23 percent a certificate and 15 percent an associate’s 

degree) from their first institution. 

Students Beginning at 4-Year Institutions 

• Among beginning postsecondary students at 4-year institutions, 6 percent had attained 

an award by 2006 at the first institution attended. Another 60 percent were still 

enrolled there without a degree in June 2006, 4 percent were last enrolled there in the 

fall of 2005, and 13 percent had not attained any award and were not enrolled 

anywhere in 2005–06 (table 5.3). 

• By 2006, 18 percent of the beginners at 4-year institutions had transferred elsewhere 

before completing a degree. 

• The bachelor’s degree attainment rate at the first institution after 3 years was 2 percent 

at both public and private not-for-profit institutions. 

• There was no measurable difference in the transfer rates from public and private notfor-profit 4-year institutions (19 and 18 percent, respectively). 

• At private for-profit 4-year institutions, 17 percent of the first time beginning students 

had attained a certificate or degree at their first institution by June 2006; for 15 percent, 

the degree earned was an associate’s degree. 

• Students who always attended full time transferred from their first institution at a lower 

rate (16 percent) than those whose attendance intensity was mixed (28 percent), but at 

a higher rate than those who attended only part time (7 percent). 
Section 5: Student Retention and Attainment at the First Institution Attended 

105 

Table 5.1.—Percentage distribution of 2003–04 beginning postsecondary students by degree attainment 

Table 5.1.—and retention status at their first institution through June 2006, by student and institutional 

Table 5.1.—characteristics

No degree, No degree, No degree, No degree,

Asso- Bach- enrolled last trans- not enStudent and institutional Any Cer- ciate’s elor’s spring enrolled ferred rolled in

characteristics degree tificate degree degree 2006 fall 2005 elsewhere 2005–06

 Total 14.4 7.2 6.3 1.0 37.9 5.1 17.2 25.5

Type of first institution

4-year

Public 4.1 0.2 1.4 2.5 62.3 3.3 19.0 11.3

Private not-for-profit 6.0 0.6 3.2 2.1 62.7 2.9 18.0 10.4

Private for-profit 16.9 0.9 15.1 1.0 27.1 9.7 11.7 34.6

2-year

Public 13.7 4.4 9.3 † 25.5 6.6 19.5 34.7

Private not-for-profit 28.9 9.0 19.9 † 13.8 3.4 23.7 30.2

Private for-profit 33.6 15.6 18.1 † 9.4 8.4 6.5 42.1

Less-than-2-year

Public 62.0 62.0 † † 3.4 1.6 6.3 26.7

Private for-profit 50.0 50.0 † † 5.1 3.3 5.1 36.4

Level of first institution

4-year 5.7 0.4 3.1 2.2 59.7 3.7 18.1 12.8

2-year 15.9 5.6 10.3 † 23.7 6.7 18.4 35.3

Less-than-2-year 51.7 51.7 † † 5.1 3.0 5.4 34.8

Control of first institution

Public 11.0 3.9 6.2 0.9 38.9 5.3 19.1 25.7

Private not-for-profit 8.0 1.8 4.2 2.0 59.0 2.9 18.2 11.9

Private for-profit 37.4 28.2 9.0 0.2 11.4 6.4 7.0 37.8

Degree plans first year

None 7.8 3.9 3.7 0.3 29.2 6.0 23.2 33.9

Certificate 44.8 42.9 1.8 0.1 9.2 2.7 6.9 36.4

Associate’s degree 16.8 2.6 14.0 0.1 24.8 7.5 16.6 34.3

Bachelor’s degree 4.0 0.3 1.5 2.2 61.4 3.5 19.5 11.6

Enrollment intensity through 2006

Always full-time 16.9 8.1 7.5 1.4 42.1 4.0 15.7 21.4

Mixed 12.7 5.9 6.2 0.6 37.2 7.0 26.6 16.5

Always part-time 7.0 5.5 1.5 # 20.5 6.2 5.1 61.2

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 51.0 46.5 4.1 0.4 12.6 2.2 9.8 24.4

Associate’s degree plans 26.0 1.6 24.0 0.3 24.1 5.7 22.7 21.5

Bachelor’s degree plans 4.1 0.1 1.4 2.6 66.6 2.9 19.7 6.7

Gender

Male 12.5 5.1 6.5 0.9 36.5 5.3 18.7 27.1

Female 15.8 8.7 6.1 1.0 38.9 5.0 16.1 24.3

See notes at end of table.

Attained degree at the first institution Retention at the first institution 

Highest degree

through 2006 through 2006
Section 5: Student Retention and Attainment at the First Institution Attended

106 

Table 5.1.—Percentage distribution of 2003–04 beginning postsecondary students by degree attainment 

Table 5.1.—and retention status at their first institution through June 2006, by student and institutional 

Table 5.1.—characteristics—Continued

No degree, No degree, No degree, No degree,

Asso- Bach- enrolled last trans- not enStudent and institutional Any Cer- ciate’s elor’s spring enrolled ferred rolled in

characteristics degree tificate degree degree 2006 fall 2005 elsewhere 2005–06

Age first year enrolled

18 years or younger 11.3 3.3 6.6 1.4 48.6 4.4 20.7 15.0

19 years 13.0 4.5 7.1 1.5 42.1 4.2 21.2 19.5

20–23 years 16.7 10.3 6.2 0.2 23.4 6.4 14.1 39.4

24–29 years 20.8 15.8 5.0 # 20.1 7.3 8.8 43.0

30 or older 21.0 16.2 4.7 0.1 20.2 6.5 6.6 45.8

Race/ethnicity

White 13.5 5.6 6.8 1.2 40.3 4.7 18.1 23.4

Black 14.3 9.0 5.0 0.4 29.6 6.2 15.3 34.6

Hispanic 19.4 13.5 5.5 0.4 32.5 6.0 13.8 28.3

Asian/Pacific Islander 11.7 3.7 6.1 1.9 47.6 4.8 21.1 14.8

American Indian 10.7 8.2 2.4 # 42.5 6.5 14.3 26.1

Multiple races/other 13.7 5.9 6.9 0.8 35.3 4.4 17.0 29.7

Dependency status first year

Dependent 11.9 3.9 6.7 1.3 45.2 4.3 20.4 18.2

Independent 20.5 15.1 5.4 0.1 20.0 7.1 9.3 43.1

Unmarried, no dependents 18.1 11.1 6.8 0.1 21.1 7.0 12.2 41.7

Single parent 21.8 16.6 5.1 0.1 18.1 8.0 7.5 44.5

Married 20.9 16.1 4.7 0.1 21.0 6.3 9.2 42.6

Highest education of parents

High school or less 19.9 12.0 7.4 0.4 26.8 5.8 13.1 34.5

Some postsecondary 13.5 6.0 6.9 0.6 35.4 5.6 18.7 26.8

Bachelor’s degree or higher 9.7 2.9 5.1 1.7 50.6 4.1 20.4 15.3

Dependent student family income 

Less than $32,000 16.0 7.9 7.3 0.8 36.5 5.6 16.5 25.4

$32,000–59,999 14.1 4.5 8.5 1.1 42.1 4.0 19.5 20.3

$60,000–91,999 9.3 1.7 6.3 1.3 48.9 4.0 22.3 15.5

$92,000 or more 7.8 1.1 4.4 2.3 55.1 3.4 23.2 10.4

Federal Pell Grant received in first year

Dependent Pell Grant recipients 17.6 9.0 7.7 1.0 38.1 5.2 16.5 22.5

Independent Pell Grant recipients 27.5 21.0 6.4 0.1 16.4 7.1 8.5 40.4

Worked while enrolled in 2003–04

Did not work 16.0 9.2 5.3 1.5 43.5 4.0 14.9 21.6

Worked part time 13.8 5.2 7.6 1.0 40.3 4.8 20.4 20.7

Worked full time 13.5 8.2 5.1 0.2 25.5 7.1 13.8 40.0

† Not applicable.

# Rounds to zero.

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year.

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native 

Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because 

of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and 

had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents in 2002. Categories 

represent the income quartile ranges of all dependent student families. Totals include students in private not-for-profit less-than-2-year 

institutions; sample size was too small to show as a separate category. This table includes students enrolled at postsecondary institutions 

in Puerto Rico. Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).

through 2006 through 2006

Highest degree

Attained degree at the first institution Retention at the first institution 
Section 5: Student Retention and Attainment at the First Institution Attended 

107 

Table 5.2.—Among 2003–04 beginning postsecondary students who started at public 2-year institutions, 

Table 5.2.—percentage distribution by attainment and retention status at their first institution through 

Table 5.2.—June 2006, by student and institutional characteristics

No degree, No degree, No degree, No degree,

enrolled last trans- not enStudent and institutional Any Cer- Associate’s spring enrolled ferred rolled in

characteristics degree tificate degree 2006 fall 2005 elsewhere 2005–06

 Total 13.7 4.4 9.3 25.5 6.6 19.5 34.7

Degree plans first year

None 8.3 4.1 4.3 23.9 6.5 23.7 37.5

Certificate 29.4 24.2 5.2 15.8 3.9 10.0 40.9

Associate’s degree 14.3 2.5 11.8 26.5 7.0 17.6 34.6

Bachelor’s degree 7.0 1.4 5.6 29.7 6.6 31.5 25.2

Type of associate’s degree

Applied fields 16.4 4.4 12.0 22.5 6.9 15.7 38.5

General education/transfer 12.7 1.8 11.0 28.0 7.2 19.5 32.6

Transfer and degree plans

Degree, no transfer 17.9 9.5 8.4 24.1 7.3 11.2 39.6

Degree and transfer 15.9 1.9 14.0 29.7 7.1 17.6 29.8

No degree, transfer 11.5 1.2 10.3 27.2 6.5 27.7 27.1

No degree and no transfer 10.2 6.4 3.8 20.2 5.7 19.1 44.7

Enrollment intensity through 2006

Always full-time 20.5 4.6 15.9 20.3 5.2 22.4 31.5

Mixed 13.0 4.7 8.4 33.9 8.5 27.3 17.3

Always part-time 5.5 3.8 1.8 20.7 5.9 4.8 63.1

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 38.0 23.4 14.7 13.7 4.2 14.7 29.4

Associate’s degree plans 24.5 1.4 23.1 24.8 5.7 24.3 20.6

Bachelor’s degree plans 9.8 0.4 9.4 29.9 6.7 38.7 14.9

Gender

Male 12.9 4.0 8.9 23.1 6.7 20.6 36.7

Female 14.4 4.8 9.6 27.3 6.6 18.7 33.1

Age first year enrolled

18 years or younger 15.8 2.2 13.7 27.8 6.8 25.8 23.7

19 years 14.2 2.5 11.6 25.4 5.7 25.7 28.9

20–23 years 9.0 3.9 5.2 25.1 7.0 15.6 43.2

24–29 years 11.4 6.8 4.6 23.7 7.9 13.2 43.8

30 or older 14.4 10.1 4.3 22.5 6.5 7.1 49.6

Race/ethnicity

White 15.7 5.1 10.7 23.7 5.8 20.6 34.3

Black 10.0 4.6 5.4 24.5 9.1 16.0 40.4

Hispanic 10.3 3.2 7.1 31.9 7.6 14.9 35.4

Asian/Pacific Islander 10.2 1.6 8.6 28.3 8.0 31.6 22.0

American Indian 7.0 3.0 4.0 47.7 2.8 20.9 21.6

Multiple races/other 14.2 2.7 11.5 24.4 7.0 19.5 34.9

See notes at end of table.

Highest degree

Attained degree at the first Retention at the first institution

institution through 2006 through 2006
Section 5: Student Retention and Attainment at the First Institution Attended

108 

Table 5.2.—Among 2003–04 beginning postsecondary students who started at public 2-year institutions, 

Table 5.2.—percentage distribution by attainment and retention status at their first institution through 

Table 5.2.—June 2006, by student and institutional characteristics—Continued

No degree, No degree, No degree, No degree,

enrolled last trans- not enStudent and institutional Any Cer- Associate’s spring enrolled ferred rolled in

characteristics degree tificate degree 2006 fall 2005 elsewhere 2005–06

Dependency status first year

Dependent 14.6 2.5 12.1 27.0 6.2 24.4 27.7

Independent 12.1 7.7 4.4 22.9 7.3 11.1 46.6

Unmarried, no dependents 12.0 6.7 5.2 20.1 8.9 15.4 43.6

Single parent 9.3 5.3 4.1 24.5 8.5 8.4 49.3

Married 14.0 9.8 4.3 23.2 5.8 10.6 46.5

Highest education of parents

High school or less 14.7 6.2 8.5 24.8 6.7 14.4 39.3

Some postsecondary 13.4 4.0 9.4 25.3 7.1 20.0 34.2

Bachelor’s degree or higher 13.1 2.3 10.8 26.6 6.1 26.5 27.7

Dependent student family income 

Less than $32,000 14.4 2.8 11.6 28.9 6.8 18.6 31.4

$32,000–59,999 17.2 3.0 14.2 26.5 6.2 23.2 26.9

$60,000–91,999 14.2 2.2 12.0 26.1 6.4 26.2 27.0

$92,000 or more 11.8 1.9 9.9 25.9 5.4 33.0 23.9

Admissions test taken (ACT/SAT)1

Did not take tests 10.0 3.1 6.9 29.0 6.7 17.3 37.0

Took tests 15.6 2.4 13.2 25.3 6.5 26.4 26.2

Admissions test scores (ACT/SAT)1

Lowest 13.4 3.2 10.2 26.9 8.0 22.6 29.1

Low middle 16.2 2.3 13.9 22.0 6.5 27.9 27.3

High middle 20.4 1.5 18.9 24.5 3.5 29.2 22.4

Highest 13.9 1.5 12.4 31.5 5.0 32.8 16.8

Highest level of high school mathematics1

Below Algebra II 10.2 3.5 6.6 30.2 7.0 17.0 35.7

Algebra II 12.4 2.8 9.5 25.8 6.3 23.6 31.9

Trigonometry 18.9 1.9 17.0 26.8 5.2 24.1 25.0

Pre-calculus 17.3 2.1 15.2 22.0 6.7 30.6 23.4

Calculus 17.0 1.4 15.6 25.1 9.3 31.8 16.9

Federal Pell Grant received in first year

Dependent Pell Grant recipients 17.6 2.9 14.7 24.2 8.2 19.9 30.1

Independent Pell Grant recipients 16.3 9.3 7.0 23.2 7.9 11.7 40.9

1

Beginners under age 24 only.

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year.

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native 

Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because

of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and 

had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents in 2002. Categories 

represent the income quartile ranges of all dependent student families. This table includes students enrolled at postsecondary institutions

in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).

institution through 2006 through 2006

Highest degree

Attained degree at the first Retention at the first institution
Section 5: Student Retention and Attainment at the First Institution Attended 

109 

Table 5.3.—Among 2003–04 beginning postsecondary students who started at 4-year institutions, percentage 

Table 5.3.—distribution by attainment and retention status at their first institution through June 2006, by 

Table 5.3.—student and institutional characteristics

No degree, No degree, No degree, No degree,

Asso- Bach- enrolled last trans- not enStudent and institutional Any Cer- ciate’s elor’s spring enrolled ferred rolled in

characteristics degree tificate degree degree 2006 fall 2005 elsewhere 2005–06

 Total 5.7 0.4 3.1 2.2 59.7 3.7 18.1 12.8

Control of first institution

Public 4-year 4.1 0.2 1.4 2.5 62.3 3.3 19.0 11.3

Private not-for-profit 4-year 6.0 0.6 3.2 2.1 62.7 2.9 18.0 10.4

Private for-profit 4-year 16.9 0.9 15.1 1.0 27.1 9.7 11.7 34.6

Doctorate-granting status of first institution

Doctorate-granting 4.6 0.3 1.5 2.8 67.9 3.0 16.9 7.7

Non-doctorate-granting 4-year 6.8 0.5 4.6 1.7 51.6 4.4 19.3 18.0

Degree plans first year

None 4.1 0.6 2.4 1.1 49.3 4.5 23.6 18.6

Certificate 11.1 9.1 0.4 1.6 37.4 2.7 19.1 29.7

Associate’s degree 21.1 0.9 19.1 1.1 25.4 7.6 16.2 29.8

Bachelor’s degree 3.5 0.1 0.9 2.5 65.9 3.1 18.0 9.6

Enrollment intensity through 2006

Always full-time 6.0 0.3 3.3 2.4 63.6 3.3 15.9 11.2

Mixed 5.2 0.8 2.5 1.9 49.8 4.6 28.0 12.5

Always part-time 0.2 0.2 # # 26.8 7.9 7.5 57.7

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 6.4 3.1 0.8 2.5 52.5 1.1 26.7 13.4

Associate’s degree plans 28.4 0.7 26.0 1.6 25.7 4.8 20.5 20.6

Bachelor’s degree plans 3.7 # 0.9 2.8 69.1 2.7 18.4 6.1

Gender

Male 5.5 0.3 3.2 2.0 56.3 4.0 19.4 14.8

Female 5.9 0.4 3.0 2.5 62.4 3.4 17.1 11.3

Age first year enrolled

18 years or younger 4.9 0.3 2.3 2.4 64.8 3.1 18.9 8.3

19 years 6.4 0.2 3.4 2.9 61.6 2.9 19.7 9.3

20–23 years 5.9 0.4 4.6 0.9 38.6 6.1 17.3 32.2

24–29 years 10.0 2.5 7.4 0.1 33.7 8.1 5.7 42.4

30 or older 7.2 1.1 5.8 0.4 34.0 8.6 9.3 40.8

Race/ethnicity

White 5.8 0.4 3.0 2.5 61.6 3.3 18.2 11.1

Black 4.7 0.7 3.0 1.0 51.4 4.7 18.7 20.5

Hispanic 4.7 0.4 2.9 1.4 54.6 5.8 19.7 15.1

Asian/Pacific Islander 8.0 0.3 4.1 3.6 66.9 2.7 14.7 7.7

American Indian 0.7 # 0.7 # 53.0 8.3 11.6 26.3

Multiple races/other 5.1 0.1 3.3 1.7 53.8 2.4 17.2 21.5

See notes at end of table.

Highest degree

Attained degree at the first Retention at the first institution 

institution through 2006 through 2006
Section 5: Student Retention and Attainment at the First Institution Attended

110 

Table 5.3.—Among 2003–04 beginning postsecondary students who started at 4-year institutions, percentage 

Table 5.3.—distribution by attainment and retention status at their first institution through June 2006, by 

Table 5.3.—student and institutional characteristics—Continued

No degree, No degree, No degree, No degree,

Asso- Bach- enrolled last trans- not enStudent and institutional Any Cer- ciate’s elor’s spring enrolled ferred rolled in

characteristics degree tificate degree degree 2006 fall 2005 elsewhere 2005–06

Dependency status first year

Dependent 5.4 0.2 2.7 2.5 63.0 3.0 19.1 9.5

Independent 8.2 1.7 6.0 0.5 34.2 8.5 10.7 38.4

Unmarried, no dependents 7.7 0.9 6.3 0.6 38.3 5.8 11.0 37.2

Single parent 9.8 2.9 6.4 0.5 26.8 10.9 10.9 41.6

Married 6.9 1.2 5.3 0.4 38.5 8.4 10.1 36.1

Highest education of parents

High school or less 7.2 0.7 5.0 1.5 47.0 5.1 16.5 24.2

Some postsecondary 5.9 0.6 3.6 1.7 56.1 3.9 20.7 13.5

Bachelor’s degree or higher 5.0 0.2 2.0 2.8 66.9 2.8 18.0 7.3

Dependent student family income 

Less than $32,000 5.6 0.4 3.5 1.8 55.1 5.5 18.3 15.5

$32,000–59,999 6.2 0.2 3.7 2.3 60.4 2.2 18.1 13.1

$60,000–91,999 4.6 0.3 2.1 2.2 66.6 2.2 20.0 6.6

$92,000 or more 5.3 0.1 1.9 3.3 68.1 2.6 19.1 4.9

Admissions test taken (ACT/SAT)1

Did not take tests 12.4 1.7 8.7 1.9 31.4 5.9 17.8 32.5

Took tests 5.1 0.2 2.5 2.4 63.5 3.1 19.1 9.2

Admissions test scores (ACT/SAT)1

Lowest 6.7 0.3 5.3 1.0 42.9 6.1 22.8 21.5

Low middle 4.8 0.5 2.8 1.5 59.1 3.1 22.8 10.2

High middle 4.3 # 2.1 2.2 64.6 2.9 20.0 8.3

Highest 5.3 0.1 1.4 3.8 73.8 2.1 14.3 4.5

Highest level of high school mathematics1

Below Algebra II 8.2 0.5 5.6 2.1 37.1 6.0 24.0 24.6

Algebra II 6.9 0.5 4.9 1.5 47.7 3.8 23.4 18.4

Trigonometry 5.0 0.6 3.0 1.4 60.6 3.5 21.0 9.9

Pre-calculus 4.5 0.0 2.0 2.4 65.4 2.9 19.6 7.6

Calculus 5.0 0.1 1.0 3.8 76.0 2.5 12.6 4.0

Federal Pell Grant received in first year

Dependent Pell Grant recipients 5.7 0.2 3.7 1.9 58.0 4.3 18.1 13.8

Independent Pell Grant recipients 9.6 2.7 6.2 0.7 31.0 9.5 10.0 39.9

# Rounds to zero. 1

Beginners under age 24 only.

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year.

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native 

Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because

of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and 

had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents in 2002. Categories 

represent the income quartile ranges of all dependent student families. This table includes students enrolled at postsecondary institutions

in Puerto Rico. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).

Retention at the first institution 

institution through 2006 through 2006

Highest degree

Attained degree at the first 
111 

Section 6: Student Attainment and Dates of Last Enrollment 

This section examines when students who had not attained a certificate or degree were last 

enrolled in postsecondary education, considering all students first, and then those starting at 

public 2-year institutions and at any type of 4-year institutions separately. 

The 3-year period covered in this report is too brief to determine whether students who had 

not attained a certificate or degree and were no longer enrolled anywhere in June 2006 had 

permanently left postsecondary education. Some beginning students may “stop out” by leaving an 

institution for a semester or more, and then returning to that or a different institution later. 

Students who have “stopped out” can only be identified as such after they have returned, which 

may be after the 3-year period of this study. When the term “left” is used in this section, it means 

that the student had not completed a certificate or degree and was no longer enrolled after the end 

of 1 of the 3 years covered in this study; this includes some “stop-outs” who cannot be identified 

until they return later. 

All Beginning Postsecondary Students 

• Among all 2003–04 beginning postsecondary students, 16 percent had attained a 

certificate or degree by 2006 (table 6.1). Among those who had not attained, 14 percent 

were last enrolled during or at the end of their first year (2003–04), and another 13 

percent were last enrolled in their second year (2004–05). Six percent were last 

enrolled in fall 2005, and the rest (51 percent) remained enrolled in spring 2006. 

• Men left at a higher rate in their first year than women (16 vs. 13 percent). 

• Up to age 24, there was no measurable difference in the percentages last enrolled in 

2003–04 and 2004–05. However, students who were 30 years or older when they 

began their postsecondary education left at a higher rate in the first year than in the 

second, with 28 percent last enrolled in 2003–04 and 19 percent last enrolled in 2004–

05. 

Students Beginning at Public 2-Year Institutions 

• Among 2003–04 beginning postsecondary students who started at a public 2-year 

institution, 23 percent left without completion during or at the end of their first year 

(table 6.2). Fewer (14 percent) left during or after their second year (2004–05), and 

even fewer during or after fall 2005 (8 percent). 
Section 6: Student Attainment and Dates of Last Enrollment

112 

• Among students who were always enrolled part time, 51 percent left without 

completion during or at the end of their first year, compared with 19 percent of those 

who always attended full time and 6 percent of those with a mixed attendance 

intensity. 

• Thirty-one percent of students who were 24–29 years old and 36 percent of those 30 

years or older when they started their postsecondary education did not complete a 

program and were no longer enrolled after their first year. In contrast, 15 percent of 

those 18 years or younger left without completion after their first year. 

Students Beginning at 4-Year Institutions 

• Because of the length of bachelor’s degree programs, the majority of 2003–04 

beginning postsecondary students who started at a 4-year institution (74 percent) were 

still enrolled in spring 2006, including 77 percent each at public and private not-forprofit institutions (table 6.3). A smaller proportion (35 percent) were still enrolled 

among those who started at private for-profit 4-year institutions. 

• There was no measurable difference between public and private not-for-profit 

institutions in the percentages of students who left without completion during or at the 

end of their first or second year: about 6 percent at each type of institution in each year. 

• Forty-seven percent of students who always attended part time were no longer enrolled 

after their first year, in contrast to 6 percent of those who always attended full time. 

• Students who began when they were 20 years or older left without completion after 

their first year at a higher rate than those 18 years or younger or 19 years (16 to 19 

percent vs. 4 and 5 percent). 
Section 6: Student Attainment and Dates of Last Enrollment 

113 

Table 6.1.—Percentage of 2003–04 beginning postsecondary students who attained a degree by June 2006 

Table 6.1.—and, for students who did not attain, last year enrolled, by student and institutional 

Table 6.1.—characteristics

Attained

Student and institutional degree by Fall Spring

characteristics June 2006 2003–04 2004–05 2005 2006

 Total 15.9 14.1 12.9 6.0 51.1

Type of first institution

4-year

Public 5.5 6.5 6.4 4.0 77.5

Private not-for-profit 7.1 5.6 6.1 4.2 77.0

Private for-profit 18.2 7.9 28.9 10.1 35.0

2-year

Public 15.5 22.7 13.6 7.7 40.4

Private not-for-profit 31.0 15.5 18.4 4.9 30.2

Private for-profit 34.1 11.1 32.1 8.5 14.1

Less-than-2-year

Public 63.1 18.5 9.4 2.0 7.0

Private for-profit 50.3 10.2 26.5 4.7 8.3

Level of first institution

4-year 7.0 6.4 8.1 4.5 74.1

2-year 17.6 21.5 15.5 7.7 37.7

Less-than-2-year 52.2 11.6 23.7 4.2 8.3

Control of first institution

Public 12.6 16.6 10.8 6.2 53.7

Private not-for-profit 9.1 6.4 7.1 4.2 73.2

Private for-profit 38.0 10.0 28.8 7.1 16.2

Degree plans first year

None 9.4 24.4 11.4 6.8 47.9

Certificate 45.8 15.9 21.0 4.0 13.3

Associate’s degree 18.6 19.4 16.8 8.5 36.7

Bachelor’s degree 5.1 6.0 7.1 4.3 77.5

Enrollment intensity through 2006

Always full-time 18.3 10.1 12.8 4.7 54.1

Mixed 14.9 5.1 13.3 8.6 58.1

Always part-time 7.0 49.2 12.8 6.8 24.1

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 52.4 8.1 17.2 3.0 19.2

Associate’s degree plans 28.5 9.6 14.0 7.4 40.5

Bachelor’s degree plans 5.2 3.1 5.0 3.8 82.8

Gender

Male 14.0 16.0 12.9 6.1 50.9

Female 17.2 12.6 12.9 6.0 51.2

Age first year enrolled

18 years or younger 13.0 7.9 8.6 5.6 64.8

19 years 15.2 10.4 11.2 5.0 58.3

20–23 years 17.4 21.7 19.0 7.7 34.1

24–29 years 21.5 22.7 21.1 8.2 26.5

30 or older 21.4 27.8 19.2 6.5 25.2

See notes at end of table.

No degree, last enrolled anywhere
Section 6: Student Attainment and Dates of Last Enrollment

114 

Table 6.1.—Percentage of 2003–04 beginning postsecondary students who attained a degree by June 2006 

Table 6.1.—and, for students who did not attain, last year enrolled, by student and institutional 

Table 6.1.—characteristics—Continued

Attained

Student and institutional degree by Fall Spring

characteristics June 2006 2003–04 2004–05 2005 2006

Race/ethnicity

White 15.0 13.6 11.4 5.8 54.1

Black 15.5 17.5 18.1 7.2 41.6

Hispanic 20.5 14.1 15.9 6.8 42.7

Asian/Pacific Islander 14.3 10.9 5.2 4.6 65.1

American Indian 14.1 12.4 15.1 7.8 50.5

Multiple races/other 14.8 14.3 16.5 4.8 49.7

Dependency status first year

Dependent 13.7 10.0 10.0 5.3 61.1

Independent 21.2 24.1 20.2 7.9 26.6

Unmarried, no dependents 18.9 22.6 20.3 8.0 30.2

Single parent 22.4 21.3 24.2 9.3 22.8

Married 21.4 27.6 16.4 6.7 27.9

Highest education of parents

High school or less 20.9 18.9 17.4 6.4 36.4

Some postsecondary 15.7 14.8 13.5 7.2 48.8

Bachelor’s degree or higher 11.0 8.5 8.1 4.9 67.5

Dependent student family income 

Less than $32,000 17.6 13.1 13.7 6.7 48.9

$32,000–59,999 16.4 11.5 10.6 5.1 56.4

$60,000–91,999 11.3 9.0 8.4 5.1 66.2

$92,000 or more 9.1 5.7 6.2 4.2 74.7

Federal Pell Grant received in first year

Dependent Pell Grant recipients 19.2 9.7 14.3 6.2 50.5

Independent Pell Grant recipients 28.6 14.8 26.8 8.1 21.7

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. 

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native 

Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because 

of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and 

had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents in 2002. Categories 

represent the income quartile ranges of all dependent student families. Totals include students in private not-for-profit less-than-2-year 

institutions; sample size was too small to show as a separate category. Academic years are July 1–June 30. Spring 2006 includes any 

students enrolled after February 2006. This table includes students enrolled at postsecondary institutions in Puerto Rico. Detail may not 

sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).

No degree, last enrolled anywhere
Section 6: Student Attainment and Dates of Last Enrollment 

115 

Table 6.2.—Among 2003–04 beginning postsecondary students who started at public 2-year institutions, 

Table 6.2.—percentage who attained a degree by June 2006 and, for students who did not attain, last year 

Table 6.2.—enrolled, by student and institutional characteristics

Attained

Student and institutional degree by Fall Spring

characteristics June 2006 2003–04 2004–05 2005 2006

 Total 15.5 22.7 13.6 7.7 40.4

Degree plans first year

None 10.0 28.0 11.0 7.2 43.7

Certificate 31.8 26.9 14.9 4.9 21.5

Associate’s degree 16.1 21.9 14.5 8.1 39.5

Bachelor’s degree 8.5 15.8 12.0 8.5 55.2

Type of associate’s degree

Applied fields 17.6 26.0 13.7 8.3 34.3

General education/transfer 14.6 20.1 14.6 8.1 42.6

Transfer and degree plans

Degree, no transfer 19.4 27.2 13.6 8.3 31.5

Degree and transfer 17.5 16.8 13.8 8.6 43.3

No degree, transfer 13.2 16.1 12.9 7.6 50.2

No degree and no transfer 12.8 33.2 14.3 6.4 33.3

Enrollment intensity through 2006

Always full-time 22.8 19.1 14.7 6.7 36.7

Mixed 15.7 6.2 12.9 9.5 55.6

Always part-time 5.6 50.7 13.1 6.6 24.1

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 40.5 15.7 16.2 4.8 22.7

Associate’s degree plans 26.8 9.9 12.5 7.5 43.4

Bachelor’s degree plans 11.6 7.1 10.4 9.1 61.7

Gender

Male 14.5 25.4 13.3 7.5 39.2

Female 16.3 20.6 13.9 7.9 41.3

Age first year enrolled

18 years or younger 18.6 14.8 10.6 8.1 47.9

19 years 17.2 17.4 13.9 6.9 44.6

20–23 years 9.9 27.0 17.5 8.8 36.8

24–29 years 12.5 30.6 15.9 8.5 32.5

30 or older 14.5 36.0 14.5 6.6 28.5

Race/ethnicity

White 17.6 22.8 13.2 7.2 39.3

Black 11.1 24.8 17.2 9.7 37.2

Hispanic 11.6 22.2 15.1 8.8 42.3

Asian/Pacific Islander 14.6 18.1 6.2 7.2 53.9

American Indian 14.0 13.5 8.2 4.7 59.6

Multiple races/other 15.7 24.0 12.4 6.6 41.3

See notes at end of table.

No degree, last enrolled anywhere
Section 6: Student Attainment and Dates of Last Enrollment

116 

Table 6.2.—Among 2003–04 beginning postsecondary students who started at public 2-year institutions, 

Table 6.2.—percentage who attained a degree by June 2006 and, for students who did not attain, last year 

Table 6.2.—enrolled, by student and institutional characteristics—Continued

Attained

Student and institutional degree by Fall Spring

characteristics June 2006 2003–04 2004–05 2005 2006

Dependency status first year

Dependent 17.2 17.2 12.4 7.4 45.8

Independent 12.7 32.3 15.8 8.2 31.0

Unmarried, no dependents 13.2 28.6 16.8 10.1 31.3

Single parent 9.8 30.3 20.5 9.1 30.3

Married 14.5 35.6 12.1 6.6 31.3

Highest education of parents

High school or less 16.0 26.0 14.8 7.6 35.7

Some postsecondary 15.8 22.1 14.0 8.8 39.3

Bachelor’s degree or higher 15.1 17.7 11.8 6.9 48.6

Dependent student family income 

Less than $32,000 16.4 19.2 14.0 8.4 41.9

$32,000–59,999 20.7 17.8 10.5 7.1 43.9

$60,000–91,999 16.8 17.2 12.4 7.3 46.4

$92,000 or more 13.7 13.3 12.3 7.1 53.6

Admissions test taken (ACT/SAT)1

Did not take tests 11.7 23.3 15.1 8.3 41.6

Took tests 18.3 16.0 12.2 7.7 45.8

Admissions test scores (ACT/SAT)1

Lowest 15.4 17.1 14.7 8.6 44.2

Low middle 19.8 18.3 11.7 7.8 42.4

High middle 23.0 12.4 10.3 6.7 47.7

Highest 16.3 10.1 7.1 5.7 60.8

Highest level of high school mathematics1

Below Algebra II 12.0 21.1 16.4 8.0 42.5

Algebra II 14.9 19.7 14.3 7.9 43.2

Trigonometry 21.8 15.3 11.1 6.3 45.5

Pre-calculus 19.7 16.0 8.9 8.7 46.7

Calculus 19.4 10.8 7.0 10.1 52.7

Federal Pell Grant received in first year

Dependent Pell Grant recipients 19.8 15.0 16.5 9.9 38.8

Independent Pell Grant recipients 17.9 21.6 21.6 8.4 30.5

1

Beginners under age 24 only.

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. 

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native 

Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because 

of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and 

had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents in 2002. Categories 

represent the income quartile ranges of all dependent student families. Academic years are July 1–June 30. Spring 2006 includes any 

students enrolled after February 2006. This table includes students enrolled at postsecondary institutions in Puerto Rico. Detail may not 

sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).

No degree, last enrolled anywhere
Section 6: Student Attainment and Dates of Last Enrollment 

117 

Table 6.3.—Among 2003–04 beginning postsecondary students who started at 4-year institutions, percentage 

Table 6.3.—who attained a degree by June 2006 and, for students who did not attain, last year enrolled, by 

Table 6.3.—student and institutional characteristics

Attained

Student and institutional degree by Fall Spring

characteristics June 2006 2003–04 2004–05 2005 2006

 Total 7.0 6.4 8.1 4.5 74.1

Control of first institution

Public 4-year 5.5 6.5 6.4 4.0 77.5

Private not-for-profit 4-year 7.1 5.6 6.1 4.2 77.0

Private for-profit 4-year 18.2 7.9 28.9 10.1 35.0

Doctorate-granting status of first institution

Doctorate-granting 5.7 4.4 4.6 3.6 81.7

Non-doctorate-granting 4-year 8.3 8.3 11.5 5.5 66.4

Degree plans first year

None 5.8 13.3 8.1 6.0 66.8

Certificate 14.1 17.6 11.1 7.9 49.4

Associate’s degree 23.7 12.6 20.2 8.5 35.0

Bachelor’s degree 4.5 4.7 6.2 3.8 80.7

Enrollment intensity through 2006

Always full-time 7.4 5.6 6.9 3.7 76.4

Mixed 6.5 3.2 11.5 7.1 71.7

Always part-time 0.7 46.7 14.6 7.9 30.1

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 11.6 11.1 2.9 2.4 71.9

Associate’s degree plans 32.2 9.4 14.5 6.2 37.7

Bachelor’s degree plans 4.8 2.9 4.5 3.5 84.3

Gender

Male 6.9 7.4 9.3 5.0 71.5

Female 7.1 5.5 7.1 4.2 76.1

Age first year enrolled

18 years or younger 6.1 4.2 5.8 4.2 79.8

19 years 8.1 4.9 6.3 3.5 77.3

20–23 years 7.0 18.6 15.8 6.5 52.2

24–29 years 10.4 15.8 23.9 10.1 39.8

30 or older 9.1 18.8 24.8 8.4 39.0

Race/ethnicity

White 7.1 6.2 6.8 4.2 75.7

Black 6.3 8.5 12.1 6.3 67.0

Hispanic 6.0 6.0 11.0 6.6 70.3

Asian/Pacific Islander 9.3 5.4 2.9 2.5 79.9

American Indian 1.0 11.0 19.5 9.6 59.0

Multiple races/other 6.2 5.7 16.2 3.2 68.6

See notes at end of table.

No degree, last enrolled anywhere
Section 6: Student Attainment and Dates of Last Enrollment

118 

Table 6.3.—Among 2003–04 beginning postsecondary students who started at 4-year institutions, percentage 

Table 6.3.—who attained a degree by June 2006 and, for students who did not attain, last year enrolled, by 

Table 6.3.—student and institutional characteristics—Continued

Attained

Student and institutional degree by Fall Spring

characteristics June 2006 2003–04 2004–05 2005 2006

Dependency status first year

Dependent 6.7 4.9 6.2 3.9 78.2

Independent 9.2 17.3 22.5 9.4 41.7

Unmarried, no dependents 8.0 16.7 21.3 6.0 48.0

Single parent 11.2 16.7 25.8 13.1 33.2

Married 8.0 18.4 19.9 8.5 45.2

Highest education of parents

High school or less 8.5 12.1 14.7 5.4 59.3

Some postsecondary 8.1 6.3 8.8 5.6 71.2

Bachelor’s degree or higher 5.9 3.8 4.8 3.6 81.9

Dependent student family income 

Less than $32,000 7.0 7.6 9.2 6.5 69.7

$32,000–59,999 7.7 7.3 7.8 3.5 73.7

$60,000–91,999 6.1 3.2 4.9 3.6 82.3

$92,000 or more 6.4 2.7 3.7 2.8 84.3

Admissions test taken1

Did not take tests 14.0 14.1 20.3 7.3 44.3

Took tests 6.4 4.9 5.9 4.0 78.8

Admissions test scores (ACT/SAT)1

Lowest 8.8 12.1 11.1 7.4 60.7

Low middle 6.3 6.0 6.5 4.3 76.9

High middle 5.6 4.2 5.6 4.0 80.7

Highest 6.2 2.0 3.8 2.4 85.6

Highest level of high school mathematics1

Below Algebra II 11.0 14.7 13.8 7.4 53.1

Algebra II 8.4 10.1 11.4 5.4 64.7

Trigonometry 6.2 5.2 6.3 4.2 78.1

Pre-calculus 6.1 3.3 5.4 3.8 81.3

Calculus 5.7 1.8 2.9 2.6 87.0

Federal Pell Grant received in first year

Dependent Pell Grant recipients 7.2 6.8 8.8 5.3 71.9

Independent Pell Grant recipients 11.0 11.3 29.4 10.6 37.7

1

Beginners under age 24 only.

NOTE: “Degree” includes certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. 

Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native 

Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because 

of small sample sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and 

had no dependents of their own in 2003. Family income of dependent students is the annual income of the parents in 2002. Categories 

represent the income quartile ranges of all dependent student families. Academic years are July 1–June 30. Spring 2006 includes any 

students enrolled after February 2006. This table includes students enrolled at postsecondary institutions in Puerto Rico. Detail may not 

sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).

No degree, last enrolled anywhere
119 

Section 7: Reasons for Leaving in the First Year or 

Transferring 

Beginning postsecondary students have a variety of reasons for leaving the institution 

where they were enrolled in the first year without completing a program. The tables in this 

section describe what students reported as their reasons for leaving their institution after their 

first year. They could provide more than one reason. 

Some of the students left to transfer to a different institution, some left and did not enroll 

anywhere else by June 2006, and some “stopped out” after the first year and returned by June 

2006. The 3-year period covered in this report is too short to determine whether students who had 

not attained a certificate or degree and were no longer enrolled anywhere in June 2006 had 

permanently left postsecondary education. Some beginning students may “stop out” by leaving an 

institution for a semester or more, and then returning to that or a different institution later. 

Students who have “stopped out” can only be identified as such after they have returned, which 

may be after the 3-year period of this study. When the term “left” is used in this section, it only 

refers to the enrollment status of the student at the end of the first year in relation to the first 

institution attended, and includes some “stop-outs” who cannot be identified until later. 

• Students most frequently reported personal reasons (53 percent) for leaving without 

completing a degree (table 7.1). Financial reasons were next (31 percent), followed by 

“other” reasons (24 percent) and family responsibilities (21 percent). 

• Reasons directly related to their programs were less common: not satisfied (17 

percent), academic problems (13 percent), and scheduling problems (8 percent). 

• Students who began at 4-year institutions left for financial reasons at a greater rate than 

students at other levels (40 percent vs. 30 percent at 2-year institutions and 26 percent 

at less-than-2-year institutions). 

• Students who began at a 2-year institution and transferred to another institution by 

2006 most frequently did so to pursue a bachelor’s degree (82 percent) (table 7.2). 

Other commonly reported reasons were finishing the classes they wanted (34 percent) 

and personal (27 percent). 

• Among students who began at 4-year institutions, 54 percent cited personal reasons for 

transferring. Students transferring from private not-for-profit 4-year institutions were 

more likely than those transferring from public ones to report financial problems (34 

vs. 13 percent) or not being satisfied (34 vs. 30 percent). On the other hand, those 
Section 7: Reasons for Leaving in the First Year or Transferring 

120 

transferring from public institutions at this level were more likely than those at private 

not-for-profit institutions to report scheduling problems as a reason for transferring (24 

vs. 17 percent).
121 

Table 7.1.—Percentage of 2003–04 beginning postsecondary students who reported various reasons for leaving in 2004 without Table 7.1.—student and institutional characteristics 

Student and institutional Academic Scheduling Not Financial Family Personal characteristics problems problems satisfied reasons responsibilities reasons 

 Total 13.0 8.0 16.7 30.8 21.0 53.4 

Type of first institution

4-year

Public 22.6 6.2 12.0 44.3 21.1 85.0 

Private not-for-profit # # 25.0 27.2 31.5 60.0 

Private for-profit 5.4 6.4 45.1 48.3 25.2 43.4 

2-year

Public 12.8 10.4 12.4 28.7 17.3 48.2 

Private not-for-profit 6.9 # 33.5 44.4 20.0 40.1 

Private for-profit 12.4 4.8 40.3 38.2 18.4 38.3 

Less-than-2-year

Public 4.4 # 2.5 27.7 52.6 77.6 

Private for-profit 15.9 2.6 30.8 26.6 29.4 51.2 

Level of first institution

4-year 14.5 4.5 18.9 39.8 24.4 73.9 

2-year 12.7 9.9 14.4 29.5 17.4 47.5 

Less-than-2-year 12.8 3.5 24.9 25.8 33.8 56.7 

Control of first institution

Public 13.8 9.4 11.9 30.9 19.3 54.6 

Private not-for-profit 1.0 3.7 27.7 27.4 27.8 55.4 

Private for-profit 14.0 3.5 34.5 31.6 26.3 47.3 

Degree plans first year

None 13.3 9.5 12.0 31.6 15.6 47.2 

Certificate 11.4 5.9 22.9 25.6 30.6 53.3 

Associate’s degree 12.9 9.1 15.5 30.0 17.8 51.1 

Bachelor’s degree 15.8 6.7 15.5 40.4 21.0 67.2 

Enrollment intensity through 2006

Always full-time 18.3 6.9 23.0 33.0 20.6 51.4 

Mixed 6.3 10.0 13.0 35.4 23.2 51.9 Always part-time 8.7 8.8 10.5 27.3 21.1 56.0 

See notes at end of table.
122 

Table 7.1.—Percentage of 2003–04 beginning postsecondary students who reported various reasons for leaving in 2004 without 

Table 7.1.—student and institutional characteristics—Continued 

Student and institutional Academic Scheduling Not Financial Family Personal characteristics problems problems satisfied reasons responsibilities reasons Recent (2003) high school graduates

 enrolled full time fall 2003Certificate plans 16.4 8.0 40.6 21.8 28.3 57.7 

Associate’s degree plans 14.0 17.5 21.2 39.9 26.1 51.9 Bachelor’s degree plans 25.6 7.3 19.4 45.6 17.8 72.6 

Gender

Male 9.7 8.9 18.1 40.0 21.4 42.7 

Female 15.9 7.2 15.6 22.8 20.8 62.6 

Age first year enrolled

18 years or younger 16.2 3.8 20.3 33.2 17.8 61.3 

19 years 7.4 11.1 17.3 35.0 25.2 61.5 

20–23 years 11.9 10.8 17.5 35.3 18.4 49.9 24–29 years 9.8 15.0 11.2 26.4 24.9 38.4 

30 or older 16.4 4.1 15.6 24.9 21.2 51.9 

Race/ethnicity

White 11.2 11.0 15.4 30.7 19.3 52.2 

Black 10.3 3.7 19.8 28.7 24.7 46.0 

Hispanic 26.0 6.0 23.9 35.2 19.1 53.9 

Asian/Pacific Islander 3.8 0.7 4.3 18.7 28.3 87.8 American Indian ‡‡‡‡‡‡

Multiple races/other 5.7 0.6 4.7 32.9 29.7 65.7 

Dependency status first year

Dependent 12.8 7.9 18.3 35.5 19.9 57.5 

Independent 13.2 8.1 15.3 26.4 22.1 49.7 

Unmarried, no dependents 10.7 8.8 22.9 32.2 19.1 41.9 

Single parent 13.0 6.0 14.0 24.4 24.1 56.6 

Married 14.7 9.4 12.4 25.1 22.1 48.4 

Highest education of parents

High school or less 14.0 5.8 15.9 30.8 18.7 55.3 

Some postsecondary 10.8 10.8 13.4 31.3 21.2 51.7 

Bachelor’s degree or higher 10.9 10.3 22.6 30.1 26.0 53.3 

See notes at end of table.
123 

Table 7.1.—Percentage of 2003–04 beginning postsecondary students who reported various reasons for leaving in 2004 without 

Table 7.1.—student and institutional characteristics—Continued 

Student and institutional Academic Scheduling Not Financial Family Personal 

characteristics problems problems satisfied reasons responsibilities reasons Dependent student family income 

Less than $32,000 12.8 6.4 22.4 31.8 20.3 54.6 

$32,000–59,999 12.9 8.4 15.4 39.4 23.0 61.6 

$60,000–91,999 15.0 9.3 19.0 34.1 18.9 58.7 

$92,000 or more 9.6 9.7 15.2 41.1 12.9 51.0 

Admissions test taken (ACT/SAT)1

Did not take tests 11.2 6.3 24.1 34.6 20.2 52.7 

Took tests 12.9 9.5 15.1 34.3 20.1 60.5 

Admissions test scores (ACT/SAT)1

Lowest 12.8 9.7 18.8 31.7 19.4 58.2 

Low middle 15.7 7.2 10.2 34.6 21.2 62.2 

High middle 10.6 13.1 17.9 39.7 23.0 60.8 

Highest 5.5 10.1 10.0 36.1 12.6 65.1 

Highest level of high school mathematics1

Below Algebra II 8.7 8.7 20.3 27.4 19.5 56.7 

Algebra II 13.6 6.7 19.9 35.5 18.8 55.2 

Trigonometry 14.1 10.6 17.2 48.8 24.3 56.9 

Pre-calculus 14.3 8.6 10.7 26.3 22.0 66.2 Calculus 8.4 10.6 20.2 35.2 16.7 63.5 

Federal Pell Grant received in first year

Dependent Pell Grant recipients 14.9 5.1 24.5 35.3 22.8 59.3 Independent Pell Grant recipients 11.9 6.0 20.4 23.9 25.9 54.5 

# Rounds to zero.‡ Reporting standards not met. (Too few cases for a reliable estimate.)

1 Beginners under age 24 only.

NOTE: “Persistence and attainment anywhere” include students who transferred out of the first institution attended. “Degree” includes certificates in vocation

enrollment is 12 or more credits per term or 24 credits per year. Black includes African American, Hispanic includes Latino, American Indian includes Alaska 

includes Native Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because of smcategories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and had no dependents of their own in 2003. Family inis the annual income of the parents in 2002. Categories represent the income quartile ranges of all dependent student families. Totals include students in privat

less-than-2-year institutions; sample size was too small to show as a separate category. This table includes students enrolled at postsecondary institutions in PuSOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students Longitudinal Study, First Foll
124 

Table 7.2.—Percentage of 2003–04 beginning postsecondary students who reported various reasons for transferring from thei

Table 7.2.—student and institutional characteristics: 2006

Family 

Student and institutional Academic Scheduling Not Financial respon- Personal Finished 

characteristics problems problems satisfied reasons sibilities reasons classes 

 Total 3.1 18.0 16.6 11.1 5.9 38.1 27.8 

Type of first institution

4-year

Public 4.8 23.8 29.8 13.0 5.5 56.8 18.1 Private not-for-profit 6.2 17.3 33.7 34.3 6.6 53.2 16.9 

Private for-profit 1.3 19.6 23.4 11.4 9.4 18.5 36.6 

2-year

Public 1.7 15.5 4.7 3.2 4.8 26.1 34.0 

Private not-for-profit 0.5 14.8 13.8 7.1 1.9 16.7 33.6 

Private for-profit # 11.7 34.4 33.2 11.9 48.5 29.0 

Less-than-2-year

Public 2.0 15.8 26.2 3.5 17.1 18.2 49.7 

Private for-profit 3.5 16.3 7.7 11.5 12.5 31.5 37.5 

Level of first institution

4-year 5.1 21.6 30.7 19.6 6.1 53.6 18.6 

2-year 1.6 15.3 6.3 4.6 5.1 26.9 33.8 

Less-than-2-year 3.1 17.0 11.0 9.7 13.0 28.6 39.9 

Control of first institution

Public 2.8 18.4 13.5 6.5 5.2 36.5 28.8 Private not-for-profit 5.6 17.3 31.4 31.3 6.1 49.2 18.7 

Private for-profit 1.9 15.9 19.5 17.7 11.5 33.0 34.8 

Degree plans first year

None 3.1 17.7 9.5 10.6 7.5 29.7 32.0 

Certificate 4.0 19.7 12.8 10.8 10.8 35.0 37.6 Associate’s degree 1.8 15.2 8.8 5.6 4.5 27.8 32.1 

Bachelor’s degree 4.1 20.3 26.9 16.3 5.6 50.7 20.6 

Enrollment intensity through 2006

Always full-time 3.5 16.9 19.5 13.0 4.4 40.1 24.1 

Mixed 2.7 19.3 13.5 8.5 7.4 36.6 32.2 

Always part-time 1.5 20.3 7.5 10.2 11.2 22.5 35.5 

See notes at end of table.
125 

Table 7.2.—Percentage of 2003–04 beginning postsecondary students who reported various reasons for transferring from thei

Table 7.2.—student and institutional characteristics: 2006—Continued

Family 

Student and institutional Academic Scheduling Not Financial respon- Personal Finished 

characteristics problems problems satisfied reasons sibilities reasons classes Recent (2003) high school graduates

 enrolled full time fall 2003Certificate plans 5.2 15.0 12.4 15.2 13.3 43.1 42.3 Associate’s degree plans 3.0 15.7 8.9 4.2 4.2 25.8 34.0 

Bachelor’s degree plans 4.1 20.2 30.5 17.6 6.0 54.4 17.8 

Gender

Male 3.2 17.6 17.1 11.8 5.6 37.0 25.3 

Female 3.0 18.3 16.3 10.4 6.1 38.9 29.9 

Age first year enrolled

18 years or younger 3.4 19.0 19.6 11.5 5.7 40.5 25.7 

19 years 3.1 17.1 14.8 10.9 5.6 40.9 29.4 20–23 years 3.5 15.8 13.4 15.2 6.7 34.5 29.4 

24–29 years 1.7 20.5 8.6 4.9 6.7 22.0 29.3 

30 or older 1.0 15.8 11.8 4.4 6.9 20.1 34.4 

Race/ethnicity

White 3.5 18.2 16.6 10.2 4.7 38.2 26.4 Black 1.8 16.4 20.1 16.7 6.9 40.9 35.8 

Hispanic 3.2 19.5 15.6 12.5 9.1 35.8 28.1 

Asian/Pacific Islander 2.3 15.7 10.1 5.6 4.6 35.2 27.7 

American Indian ‡ ‡ ‡ ‡ ‡ ‡ ‡ 

Multiple races/other 1.6 18.7 21.5 11.4 10.7 36.2 23.6 

Dependency status first year

Dependent 3.5 17.9 17.3 11.3 5.7 39.7 26.5 

Independent 1.3 18.6 13.6 9.8 6.9 30.1 34.3 

Unmarried, no dependents 1.2 17.6 22.6 13.7 8.0 32.7 35.3 

Single parent 0.6 19.7 8.7 9.3 9.3 30.1 41.3 

Married 2.0 18.6 9.3 6.8 4.0 27.8 27.9 

Highest education of parents

High school or less 3.1 20.5 15.3 11.2 5.8 34.1 29.6 

Some postsecondary 2.4 16.2 14.7 10.8 5.2 34.5 29.7 

Bachelor’s degree or higher 3.6 17.5 19.0 11.0 6.5 43.6 25.5 

See notes at end of table.
126 

Table 7.2.—Percentage of 2003–04 beginning postsecondary students who reported various reasons for transferring from their 

Table 7.2.—student and institutional characteristics: 2006—Continued

Family 

Student and institutional Academic Scheduling Not Financial respon- Personal Finished 

characteristics problems problems satisfied reasons sibilities reasons classes Dependent student family income 

Less than $32,000 2.0 18.5 14.5 13.2 6.7 38.5 30.5 $32,000–59,999 2.9 16.8 15.1 10.0 6.9 38.1 29.7 $60,000–91,999 3.6 20.9 19.2 11.7 4.0 39.9 25.5 $92,000 or more 4.8 16.0 19.9 10.9 5.1 42.2 21.3 

Admissions test taken (ACT/SAT)1

Did not take tests 2.2 17.9 8.0 6.4 7.5 26.1 39.0 

Took tests 3.5 18.0 19.0 12.8 5.5 42.5 25.2 

Admissions test scores (ACT/SAT)1

Lowest 4.6 15.1 16.3 12.1 6.5 40.2 28.9 Low middle 2.3 19.5 17.4 10.3 5.1 38.3 27.0 High middle 3.4 17.8 20.4 13.7 6.5 47.0 27.1 Highest 4.2 19.9 23.8 16.6 3.1 46.5 14.3 

Highest level of high school mathematics1

Below Algebra II 3.1 21.7 11.7 9.4 9.3 38.1 34.4 

Algebra II 2.6 17.8 12.2 8.4 4.9 36.1 30.9 Trigonometry 2.4 14.9 16.9 13.8 4.8 37.3 25.7 

Pre-calculus 3.4 20.1 26.6 14.8 6.5 47.0 22.9 

Calculus 6.6 15.6 20.4 14.7 4.3 42.8 20.8 

Federal Pell Grant received in first year

Dependent Pell Grant recipients 3.0 17.4 16.9 13.8 7.5 43.6 29.2 

Independent Pell Grant recipients 1.3 17.6 13.4 7.9 10.2 24.9 32.7 

# Rounds to zero.‡ Reporting standards not met. (Too few cases for a reliable estimate.)

1 Beginners under age 24 only.

NOTE: “Persistence and attainment anywhere” include students who transferred out of the first institution attended. “Degree” includes certificates in vocation

enrollment is 12 or more credits per term or 24 credits per year. Black includes African American, Hispanic includes Latino, American Indian includes Alaska includes Native Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because of smcategories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and had no dependents of their own in 2003. Family instudents is the annual income of the parents in 2002. Categories represent the income quartile ranges of all dependent student families. Totals include students 

less-than-2-year institutions; sample size was too small to show as a separate category. This table includes students enrolled at postsecondary institutions in Pu

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students Longitudinal Study, First Foll
127 

Section 8: Community Service 

In their first year and again in the 2006 interview, the students who began postsecondary 

education in 2003–04 were asked whether they had performed any community service during the 

previous year, and if so, how often and what type. The tables in this section report their 

responses. They include all students who began in 2003–04, regardless of their enrollment and 

completion status at the time of the interview. In 2006, they were also asked about the benefits 

they received from their community service. 

• A total of 41 percent of all 2003–04 beginning postsecondary students performed some 

type of community service the first year they enrolled (table 8.1). For 14 percent, the 

service was required as part of their program. On average, they volunteered for 16 

hours per month. 

• For one-third of the students, their volunteer work took the form of service to a church. 

Working with kids (31 percent), tutoring or mentoring (25 percent), and working on 

neighborhood improvement projects (24 percent) were other common types of 

activities. 

• A greater proportion of students at 4-year institutions than at 2-year or less-than-2-year 

institutions volunteered (54 vs. 31 and 24 percent, respectively). However, students at 

less-than-2-year institutions were the most likely to report that it was required for their 

programs—24 percent, compared with 17 percent at 4-year institutions and 10 percent 

at 2-year institutions. 

• Dependent students from the highest income families ($92,000 or more) volunteered at 

a higher rate (56 percent) than those from lower income families (38 to 49 percent). 

• When asked about community service in the 2006 interview, 38 percent reported 

volunteering during the previous year, slightly lower than the 41 percent reported in 

2003–04 (table 8.2). 

• Students who volunteered in 2006 reported a number of benefits from participating in 

community service. More than one-half reported that it expanded their skills (62 

percent), made them more aware of social issues (60 percent), or made them a more 

compassionate person (57 percent) (table 8.3). In addition, 47 percent reported that 

they learned to apply their skills. 

• Students also reported benefits related to their career or academic program: 44 percent 

noted that it added to their resume, helped with their career choice (18 percent), or 

clarified their choice of major (14 percent). 
128 

Table 8.1.—Percentage of beginning postsecondary students who reported that they had participated in community service in t

Table 8.1.—those who had, amount and type of service, by student and institutional characteristics: 2003–04

Performed Average Homeless Neighborcommunity One- hours Required shelter/ Hospital/ hood 

Student and institutional service time per or part of Fund- soup nursing improve- Service Tutocharacteristics last year event month program raising kitchen home iment to church mento

 Total 40.7 20.2 15.8 14.4 20.1 15.2 17.9 23.9 32.8 

Type of first institution

4-year

Public 52.7 24.1 13.0 13.2 22.7 16.1 18.3 26.7 32.9 Private not-for-profit 65.0 20.7 11.8 22.6 20.8 20.2 17.7 27.4 36.3 

Private for-profit 22.7 14.5 21.7 5.2 9.4 3.7 11.1 20.5 26.3 

2-year

Public 32.2 17.0 18.9 9.3 18.6 12.1 17.3 20.8 31.3 Private not-for-profit 30.7 25.0 19.9 20.3 15.4 12.8 23.8 22.8 20.4 

Private for-profit 21.8 17.3 21.2 12.6 16.0 10.5 19.5 16.5 36.9 

Less-than-2-year

Public 21.2 10.5 22.2 18.6 14.5 10.8 20.2 14.8 27.5 Private for-profit 24.4 15.5 22.6 24.4 16.6 16.2 21.1 15.6 29.6 

Level of first institution

4-year 54.3 22.5 12.9 16.5 21.6 17.2 17.8 26.8 34.0 2-year 31.2 17.2 19.1 9.7 18.4 12.0 17.6 20.6 31.5 Less-than-2-year 24.3 14.9 22.5 23.5 15.7 14.9 20.9 15.0 29.2 

Control of first institution

Public 39.7 20.5 16.1 11.3 20.6 14.1 17.8 23.7 32.1 Private not-for-profit 62.5 20.8 12.2 22.6 20.5 19.8 17.9 27.1 35.7 Private for-profit 23.2 15.8 22.0 16.7 14.8 11.8 18.4 17.0 31.0 

Degree plans first year

None 40.2 18.2 16.5 12.7 19.6 15.8 16.3 23.1 29.6 Certificate 25.5 20.5 21.6 17.6 16.5 11.8 23.3 18.0 28.8 Associate’s degree 30.0 17.2 19.3 11.3 17.7 11.1 16.5 19.0 32.5 Bachelor’s degree 55.6 21.9 12.9 15.7 21.9 17.6 18.0 27.3 34.2 

Enrollment intensity through 2006

Always full-time 44.7 21.7 14.3 16.1 20.5 16.3 17.4 25.6 32.7 Mixed 36.9 19.7 18.0 13.3 19.6 14.0 19.3 22.0 33.3 Always part-time 30.5 11.7 19.0 5.5 18.8 11.1 17.1 17.1 32.1 

See notes at end of table.

Among participants Type of activity among participan
129 

Table 8.1.—Percentage of beginning postsecondary students who reported that they had participated in community service in t

Table 8.1.—those who had, amount and type of service, by student and institutional characteristics: 2003–04—Continued

Performed Average Homeless Neighborcommunity One- hours Required shelter/ Hospital/ hood 

Student and institutional service time per or part of Fund- soup nursing improve- Service Tutocharacteristics last year event month program raising kitchen home iment to church mentRecent (2003) high school graduates

 enrolled full time fall 2003Certificate plans 36.7 21.1 17.7 19.4 19.1 14.8 20.8 21.1 35.0 Associate’s degree plans 36.7 19.7 16.2 15.4 17.4 10.6 18.5 24.2 33.0 

Bachelor’s degree plans 60.4 23.0 12.2 16.4 22.6 18.3 17.9 28.3 34.3 

Gender

Male 38.7 21.5 15.5 13.5 18.4 13.8 13.0 28.4 31.1 Female 42.2 19.2 15.9 14.9 21.2 16.2 21.2 20.8 34.0 

Age first year enrolled

18 years or younger 48.7 21.8 14.8 16.3 20.8 16.1 17.9 25.3 32.6 

19 years 45.4 22.1 13.9 14.9 21.3 17.3 18.7 25.8 33.0 20–23 years 26.1 16.6 18.7 11.7 16.1 9.9 16.7 19.1 28.8 24–29 years 22.1 15.2 22.7 9.8 17.8 10.7 16.0 21.3 28.7 30 or older 31.8 12.0 19.2 7.3 17.9 11.3 17.2 17.0 38.2 

Race/ethnicity

White 44.1 20.8 13.6 14.4 21.2 15.3 16.8 25.1 33.2 Black 32.2 18.8 21.9 14.4 12.6 14.4 19.2 23.4 36.1 

Hispanic 33.2 17.2 19.4 17.3 19.4 15.0 19.1 19.6 31.5 Asian/Pacific Islander 42.8 23.7 19.7 10.1 24.2 15.8 26.7 20.4 27.9 American Indian 33.0 22.3 13.5 16.7 23.4 9.3 19.9 37.4 21.1 Multiple races/other 43.4 17.2 18.1 10.6 18.5 15.4 16.0 20.9 29.8 

Dependency status first year

Dependent 46.2 21.6 14.7 15.8 20.7 16.2 18.3 25.3 32.6 

Independent 27.3 14.3 19.8 8.2 17.8 11.2 16.3 18.2 33.7 

Unmarried, no dependents 27.7 17.1 19.6 7.4 17.6 14.3 14.6 15.9 26.5 Single parent 23.4 16.0 21.5 10.6 15.4 11.3 16.6 13.4 27.9 Married 30.6 11.5 18.9 7.0 19.6 9.3 17.0 22.9 41.8 

See notes at end of table.

Among participants Type of activity among participan
130 

Table 8.1.—Percentage of beginning postsecondary students who reported that they had participated in community service in t

Table 8.1.—those who had, amount and type of service, by student and institutional characteristics: 2003–04—Continued

Performed Average Homeless Neighborcommunity One- hours Required shelter/ Hospital/ hood 

Student and institutional service time per or part of Fund- soup nursing improve- Service Tutocharacteristics last year event month program raising kitchen home iment to church mentHighest education of parents

High school or less 30.6 19.0 18.7 14.4 17.0 11.7 17.9 20.6 30.3 Some postsecondary 39.8 21.2 17.4 13.4 19.2 13.7 17.1 22.7 33.0 

Bachelor’s degree or higher 51.2 20.4 13.1 14.8 22.0 17.7 18.5 26.7 33.9 

Dependent student family income 

Less than $32,000 37.7 21.0 18.0 18.1 17.1 15.1 21.4 23.1 31.3 $32,000–59,999 43.3 20.0 15.5 16.3 19.4 15.5 17.0 25.6 34.1 

$60,000–91,999 49.1 22.0 14.2 13.6 23.2 14.7 16.8 25.6 33.9 

$92,000 or more 56.1 22.4 11.5 16.3 22.4 19.0 18.8 26.5 31.0 

Admissions test taken (ACT/SAT)1

Did not take tests 27.8 20.1 20.7 14.0 15.3 9.9 17.0 19.4 27.2 Took tests 48.3 21.6 14.0 15.7 21.3 16.8 18.2 25.7 33.1 

Admissions test scores (ACT/SAT)1

Lowest 34.2 20.2 20.4 16.5 18.0 14.8 17.2 21.6 32.2 

Low middle 42.7 20.6 14.8 14.6 19.2 15.7 19.9 20.9 33.1 High middle 50.6 22.4 13.1 16.8 22.3 17.4 18.0 28.3 34.2 

Highest 66.5 22.5 10.8 15.2 23.7 18.2 17.7 29.3 32.9 

Highest level of high school mathematics1

Below Algebra II 30.7 19.3 19.3 14.9 17.3 11.6 15.8 21.7 30.8 Algebra II 34.6 22.1 17.9 13.9 19.0 13.4 16.9 21.2 31.9 Trigonometry 43.7 21.8 16.6 17.4 20.5 17.2 18.3 24.6 30.4 

Pre-calculus 53.6 21.8 12.4 16.9 20.6 18.4 18.9 25.9 33.9 Calculus 63.3 21.0 11.1 14.4 23.5 16.9 19.3 29.1 33.6 

See notes at end of table.

Among participants Type of activity among participan
131 

Table 8.1.—Percentage of beginning postsecondary students who reported that they had participated in community service in t

Table 8.1.—those who had, amount and type of service, by student and institutional characteristics: 2003–04—Continued

Performed Average Homeless Neighborcommunity One- hours Required shelter/ Hospital/ hood 

Student and institutional service time per or part of Fund- soup nursing improve- Service Tutocharacteristics last year event month program raising kitchen home iment to church mentFederal Pell Grant received in first year

Dependent Pell Grant recipients 41.0 21.1 17.1 18.3 17.8 15.3 19.7 23.6 33.9 Independent Pell Grant recipients 22.3 16.6 22.3 12.2 15.9 12.9 15.4 14.9 29.8 

1 Beginners under age 24 only.

NOTE: “Persistence and attainment anywhere” include students who transferred out of the first institution attended. “Degree” includes certificates in vocation

enrollment is 12 or more credits per term or 24 credits per year. Black includes African American, Hispanic includes Latino, American Indian includes Alaska includes Native Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because of smcategories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and had no dependents of their own in 2003. Family inis the annual income of the parents in 2002. Categories represent the income quartile ranges of all dependent student families. Totals include students in privat2-year institutions; sample size was too small to show as a separate category. This table includes students enrolled at postsecondary institutions in Puerto RicoSOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students Longitudinal Study, First Foll

Among participants Type of activity among participan
132 

Table 8.2.—Percentage of 2003–04 beginning postsecondary students who reported that they had participated in community se

Table 8.2.—and among those who had, amount and type of service, by student and institutional characteristics: 2006

Home- NeighPerformed Required Encour- less Hos- bor- 

community One- Average as part Campus aged by shelter/ pital/ hood Service 

Student and institutional service time hours/ of pro- organ- student/ Fund- soup nursing improve- to 

characteristics last year event month gram ization faculty Other raising kitchen home ment church 

 Total 37.8 18.1 15.1 15.4 23.3 44.0 44.6 22.6 13.9 15.3 23.4 34.2 

Type of first institution

4-year

Public 49.8 19.4 13.2 15.4 34.8 43.8 38.2 26.8 14.4 17.6 26.7 30.3 Private not-for-profit 61.3 19.5 13.2 21.6 33.2 40.2 38.8 25.0 18.1 17.1 28.1 32.4 

Private for-profit 17.7 2.9 17.7 0.7 7.9 33.9 65.9 17.8 15.6 10.8 8.8 37.9 

2-year

Public 30.0 15.2 17.1 12.5 8.4 46.1 53.4 18.5 10.0 12.1 19.3 40.8 Private not-for-profit 29.1 18.0 15.7 15.7 8.6 41.4 58.9 16.9 9.4 12.5 44.8 17.3 

Private for-profit 22.0 33.8 17.3 22.5 22.6 41.0 46.0 12.2 14.7 14.3 11.3 20.6 

Less-than-2-year

Public 23.8 14.7 14.7 2.7 1.8 47.8 57.4 13.4 22.4 20.0 17.2 38.2 Private for-profit 17.7 20.8 24.1 8.5 4.6 57.7 42.6 19.9 18.8 14.8 14.6 32.4 

Level of first institution

4-year 50.9 19.0 13.3 17.4 33.5 42.1 39.2 25.9 15.8 17.2 26.7 31.3 

2-year 29.2 16.5 17.1 13.2 9.4 45.7 53.0 18.0 10.3 12.2 19.2 39.0 

Less-than-2-year 19.0 18.7 22.1 7.6 3.9 54.8 46.4 18.4 18.6 15.7 15.6 33.1 

Control of first institution

Public 37.3 17.3 15.1 13.8 21.5 45.0 45.8 22.6 12.3 14.9 22.9 35.5 

Private not-for-profit 58.9 19.3 13.4 21.4 32.2 40.2 39.7 24.7 17.7 16.9 28.6 31.9 

Private for-profit 19.0 21.6 20.4 11.8 11.7 46.7 48.8 16.7 16.7 13.8 12.2 29.4 

Degree plans first year

None 35.6 19.5 15.6 13.0 14.0 44.9 49.2 17.7 10.3 11.4 21.0 36.1 Certificate 22.3 15.9 19.0 7.6 7.3 52.4 47.2 17.6 17.6 15.4 15.7 34.6 Associate’s degree 28.7 18.2 17.0 14.3 10.8 43.7 53.8 19.3 11.2 13.0 19.2 38.6 

Bachelor’s degree 51.8 18.1 13.5 17.5 33.5 42.7 38.8 25.9 15.4 17.1 27.1 31.7 

Enrollment intensity through 2006

Always full-time 41.4 19.0 14.3 16.2 28.7 43.5 40.9 23.8 15.0 16.3 25.6 31.0 Mixed 33.8 18.3 16.2 16.9 16.7 44.5 47.4 21.6 12.8 14.7 18.8 38.3 

Always part-time 30.4 12.1 17.5 7.5 5.5 45.9 60.6 17.9 9.9 10.5 20.8 44.7 

See notes at end of table.

Among participants Type of activity among pa
133 

Table 8.2.—Percentage of 2003–04 beginning postsecondary students who reported that they had participated in community se

Table 8.2.—and among those who had, amount and type of service, by student and institutional characteristics: 2006—Continu

Home- NeighPerformed Required Encour- less Hos- bor- 

community One- Average as part Campus aged by shelter- pital/ hood Service 

Student and institutional service time hours/ of pro- organ- student/ Fund- soup nursing improve- to 

characteristics last year event month gram ization faculty Other raising kitchen home ment church 

Recent (2003) high school graduates

 enrolled full time fall 2003Certificate plans 26.0 22.5 19.1 11.2 16.4 51.2 34.5 23.5 23.7 17.8 15.2 20.3 

Associate’s degree plans 31.8 21.9 16.3 16.3 13.5 47.3 49.1 18.6 11.5 13.0 18.3 35.4 Bachelor’s degree plans 55.9 18.3 12.9 18.3 36.1 42.9 36.7 27.1 15.8 17.5 27.4 30.4 

Gender

Male 36.6 19.9 14.7 11.7 22.3 45.0 44.5 20.4 11.1 11.3 28.7 32.6 Female 38.8 16.8 15.4 18.0 24.0 43.3 44.7 24.2 15.9 18.1 19.7 35.4 

Age first year enrolled

18 years or younger 43.8 19.3 14.0 17.6 28.9 43.9 39.8 24.4 14.6 16.5 24.8 31.5 

19 years 41.7 20.4 13.7 15.5 27.0 44.9 41.5 23.5 14.5 15.2 26.1 31.5 

20–23 years 26.7 18.2 18.9 17.6 13.2 44.0 50.0 19.4 11.6 14.6 25.4 35.6 

24–29 years 24.4 17.8 17.9 11.6 8.9 48.3 50.5 18.8 14.7 11.0 13.9 34.5 

30 or older 30.4 6.7 18.3 5.1 3.8 39.9 67.2 16.7 10.7 12.4 13.5 52.4 

Race/ethnicity

White 41.1 18.0 13.1 16.2 24.7 44.0 44.1 23.2 12.6 15.1 25.0 34.4 

Black 33.5 17.0 20.4 14.4 19.9 42.5 46.6 18.6 19.4 15.6 20.1 38.1 

Hispanic 27.4 18.0 19.2 14.9 19.7 43.3 46.4 19.1 13.7 14.5 19.0 31.6 Asian/Pacific Islander 43.0 21.1 17.1 14.6 24.6 43.9 42.1 30.1 17.3 20.8 18.1 32.0 American Indian 30.0 16.7 22.0 2.1 19.2 62.3 42.1 25.6 21.8 16.9 37.4 33.4 

Multiple races/other 35.7 18.5 18.6 10.3 18.0 47.7 46.5 22.3 12.7 11.8 24.7 30.8 

Dependency status first year

Dependent 42.1 19.5 14.3 16.8 27.2 44.5 41.0 24.0 14.3 16.0 25.5 31.7 

Independent 27.3 12.6 17.9 10.2 8.4 42.0 58.2 17.5 12.3 12.5 15.6 43.9 

Unmarried, no dependents 25.1 17.2 17.0 12.8 14.7 39.8 54.4 13.9 16.1 11.5 12.3 37.7 Single parent 23.3 11.6 19.1 10.0 4.9 41.6 58.2 19.5 11.9 15.3 13.7 35.2 Married 32.4 11.1 17.5 9.1 7.6 43.4 60.1 17.8 10.8 11.1 18.4 52.7 

See notes at end of table.

Among participants Type of activity among pa
134 

Table 8.2.—Percentage of 2003–04 beginning postsecondary students who reported that they had participated in community se

Table 8.2.—and among those who had, amount and type of service, by student and institutional characteristics: 2006—Continu

Home- NeighPerformed Required Encour- less Hos- bor- 

community One- Average as part Campus aged by shelter- pital/ hood Service 

Student and institutional service time hours/ of pro- organ- student/ Fund- soup nursing improve- to 

characteristics last year event month gram ization faculty Other raising kitchen home ment church 

Highest education of parents

High school or less 28.9 16.5 16.7 13.4 16.1 44.6 47.7 19.4 12.8 12.6 19.9 34.4 Some postsecondary 36.9 17.8 16.6 15.5 19.9 44.0 49.0 23.3 14.1 15.5 20.7 36.2 

Bachelor’s degree or higher 47.5 19.1 13.2 16.6 29.5 43.6 40.3 24.3 14.4 16.7 27.1 33.1 

Dependent student family income 

Less than $32,000 31.9 18.3 17.6 16.7 21.7 45.0 44.1 21.3 12.4 15.0 20.5 31.9 

$32,000–59,999 40.3 20.1 15.7 17.9 23.6 44.8 40.8 23.9 15.6 15.5 22.0 32.7 

$60,000–91,999 46.7 19.8 13.5 16.7 27.2 46.6 40.8 22.7 14.0 15.6 28.0 34.0 

$92,000 or more 51.3 19.5 11.6 16.3 34.5 41.8 38.7 27.4 14.8 17.5 29.7 28.6 

Admissions test taken (ACT/SAT)1

Did not take tests 24.4 16.0 18.7 12.3 11.8 52.1 44.6 20.1 13.0 12.4 24.2 32.8 Took tests 44.6 20.0 13.8 17.6 28.7 43.1 41.0 24.1 14.4 16.4 25.4 31.8 

Admissions test scores (ACT/SAT)1

Lowest 31.7 21.1 18.3 18.3 17.3 44.6 45.2 19.4 16.4 13.5 22.9 34.8 Low middle 39.7 19.3 15.0 17.3 23.8 43.4 44.7 23.2 11.6 15.7 21.7 31.6 High middle 49.2 19.8 12.3 18.7 30.4 42.4 38.2 25.4 14.7 17.4 25.1 32.0 Highest 58.7 20.2 11.8 16.6 37.3 42.6 38.0 26.3 15.2 17.8 29.9 30.2 

Highest level of high school mathematics1

Below Algebra II 26.2 19.8 16.9 15.3 11.4 45.7 48.7 19.0 11.5 15.9 24.0 37.0 

Algebra II 32.2 19.7 15.6 15.0 18.5 45.2 44.6 21.6 13.5 12.9 24.4 34.0 Trigonometry 40.9 19.0 15.8 18.4 27.1 45.0 42.0 23.8 16.6 16.0 23.8 29.7 Pre-calculus 49.3 20.8 12.8 19.4 32.1 43.5 38.4 26.1 14.0 14.4 24.4 30.5 

Calculus 58.1 18.4 12.9 16.2 35.5 42.7 37.5 24.9 14.6 20.6 28.8 30.7 

See notes at end of table.

Among participants Type of activity among pa
135 

Table 8.2.—Percentage of 2003–04 beginning postsecondary students who reported that they had participated in community se

Table 8.2.—and among those who had, amount and type of service, by student and institutional characteristics: 2006—Continu

Home- NeighPerformed Required Encour- less Hos- bor- 

community One- Average as part Campus aged by shelter- pital/ hood Service 

Student and institutional service time hours/ of pro- organ- student/ Fund- soup nursing improve- to 

characteristics last year event month gram ization faculty Other raising kitchen home ment church 

Federal Pell Grant received in first year

Dependent Pell Grant 

 recipients 34.5 19.6 16.9 18.9 23.7 44.4 41.9 22.8 16.1 14.8 22.6 31.0 

Independent Pell Grant 

 recipients 22.5 12.2 20.1 11.9 7.5 44.1 57.7 17.5 14.7 14.1 15.4 38.8 

1 Beginners under age 24 only.

NOTE: “Persistence and attainment anywhere” include students who transferred out of the first institution attended. “Degree” includes certificates in vocation

enrollment is 12 or more credits per term or 24 credits per year. Black includes African American, Hispanic includes Latino, American Indian includes Alaska includes Native Hawaiian, and Other includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because of smcategories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and had no dependents of their own in 2003. Family instudents is the annual income of the parents in 2002. Categories represent the income quartile ranges of all dependent student families. Totals include students 

less-than-2-year institutions; sample size was too small to show as a separate category. This table includes students enrolled at postsecondary institutions in Pu

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students Longitudinal Study, First Foll

Among participants Type of activity among pa
Section 8: Community Service

136 

Table 8.3.—Among 2003–04 beginning postsecondary students who had performed community service in the 

Table 8.3.—last year, percentage who reported various benefits and effects of their community service, by 

Table 8.3.—student and institutional characteristics: 2006

Became Increased

Helped a more awarewith Learned Clarified compas- ness of

Student and institutional career to apply Expanded Added to choice sionate social

characteristics choice my skills skills resume of major person issues Other

 Total 17.7 47.1 61.9 43.6 14.4 57.3 59.7 10.9

Type of first institution

4-year

Public 15.4 42.4 60.4 49.0 13.1 51.6 58.3 10.4

Private not-for-profit 17.4 44.5 61.6 44.1 14.5 55.3 62.7 9.4

Private for-profit 23.0 54.7 67.5 34.3 14.1 58.4 56.5 11.3

2-year

Public 18.8 50.9 62.6 38.5 14.1 62.5 58.7 12.4

Private not-for-profit 24.0 44.7 51.9 40.6 20.6 58.2 54.8 28.3

Private for-profit 34.3 61.4 67.4 57.3 38.3 62.9 67.3 13.4

Less-than-2-year

Public 20.0 44.3 58.4 24.2 8.0 66.1 48.8 7.3

Private for-profit 12.9 60.9 66.7 34.0 11.2 72.8 63.7 7.2

Level of first institution

4-year 16.3 43.5 61.1 46.7 13.7 53.2 59.9 10.0

2-year 20.0 51.5 62.8 39.9 16.0 62.5 59.2 12.7

Less-than-2-year 15.0 58.5 65.1 33.6 11.0 69.9 59.6 7.4

Control of first institution

Public 17.1 46.5 61.5 43.6 13.6 57.1 58.4 11.3

Private not-for-profit 17.7 44.8 61.4 44.2 14.8 55.2 62.3 10.0

Private for-profit 22.7 59.7 67.1 42.3 21.5 66.2 63.4 10.3

Degree plans first year

None 15.5 47.6 57.4 39.4 11.1 57.4 52.2 16.4

Certificate 16.8 53.2 63.4 33.5 12.4 65.2 61.1 10.1

Associate’s degree 21.2 52.7 64.5 41.1 17.0 63.8 61.3 10.6

Bachelor’s degree 16.3 43.4 61.1 47.1 14.0 53.0 59.9 10.3

Enrollment intensity through 2006

Always full-time 17.0 46.1 61.7 46.0 14.2 56.2 60.2 10.6

Mixed 17.8 46.7 61.5 41.2 15.4 55.9 56.5 11.9

Always part-time 21.0 54.1 63.7 35.2 13.6 67.6 63.3 10.9

Recent (2003) high school graduates

 enrolled full time fall 2003

Certificate plans 13.1 61.5 68.6 41.9 14.8 68.4 64.1 8.6

Associate’s degree plans 18.5 50.4 62.4 40.7 15.6 59.4 56.4 13.1

Bachelor’s degree plans 16.5 43.2 61.9 48.5 14.1 53.0 60.5 10.1

Gender

Male 14.7 44.8 59.0 41.0 11.5 51.8 54.0 13.9

Female 19.7 48.7 63.9 45.5 16.5 61.2 63.6 8.8

Age first year enrolled

18 years or younger 17.0 46.5 63.1 46.9 14.6 55.1 59.9 10.4

19 years 16.9 44.5 61.4 44.6 14.2 55.5 57.9 10.5

20–23 years 19.0 47.9 59.9 46.5 13.3 61.2 59.0 9.0

24–29 years 19.3 62.2 68.3 29.8 15.1 67.9 64.6 7.8

30 or older 20.4 48.5 55.8 30.5 15.0 63.8 61.1 17.5

See notes at end of table.
Section 8: Community Service 

137 

Table 8.3.—Among 2003–04 beginning postsecondary students who had performed community service in the 

Table 8.3.—last year, percentage who reported various benefits and effects of their community service, by 

Table 8.3.—student and institutional characteristics: 2006—Continued

Became Increased

Helped a more awarewith Learned Clarified compas- ness of

Student and institutional career to apply Expanded Added to choice sionate social

characteristics choice my skills skills resume of major person issues Other

Race/ethnicity

White 15.9 43.4 59.7 42.9 12.7 55.5 57.8 11.6

Black 23.4 57.5 68.2 48.7 20.2 65.9 72.1 7.4

Hispanic 18.8 51.6 63.6 37.6 14.8 56.6 57.0 11.8

Asian/Pacific Islander 24.4 56.2 69.4 52.6 22.1 60.9 62.4 8.2

American Indian 17.4 48.0 59.0 39.1 14.1 61.6 70.0 13.0

Multiple races/other 16.6 53.7 63.7 45.5 13.7 58.7 56.4 11.8

Dependency status first year

Dependent 16.9 45.3 61.8 46.0 14.0 55.2 58.7 10.4

Independent 20.4 53.8 62.0 34.7 16.1 65.3 63.1 13.0

Unmarried, no dependents 20.8 52.7 61.3 38.0 20.0 62.2 61.9 13.9

Single parent 22.2 57.3 65.0 37.1 13.5 64.1 63.2 11.3

Married 19.1 51.9 60.3 31.5 16.0 67.7 63.6 13.6

Highest education of parents

High school or less 19.8 50.5 63.1 39.5 16.3 61.5 61.7 10.5

Some postsecondary 19.6 49.3 62.0 43.3 15.7 57.0 60.4 11.4

Bachelor’s degree or higher 15.4 43.7 60.7 46.2 12.9 55.2 58.2 11.0

Dependent student family income 

Less than $32,000 17.6 52.8 63.8 45.3 14.9 58.7 59.0 8.4

$32,000–59,999 19.1 47.5 65.1 47.2 16.6 58.2 61.7 9.5

$60,000–91,999 16.2 43.9 60.2 44.5 12.6 54.2 56.9 11.1

$92,000 or more 15.3 39.7 58.5 46.7 12.3 51.0 57.8 12.0

Federal Pell Grant received in first year

Dependent Pell Grant recipients 19.1 51.5 65.6 49.0 16.8 58.2 60.1 8.1

Independent Pell Grant recipients 20.8 55.7 67.2 37.4 16.0 66.4 63.3 9.6

NOTE: “Persistence and attainment anywhere” include students who transferred out of the first institution attended. “Degree” includes

certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. Black includes African

American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other 

includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because of small sample 

sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and had no 

dependents of their own in 2003. Family income of dependent students is the annual income of the parents in 2002. Categories 

represent the income quartile ranges of all dependent student families. Totals include students in private not-for-profit less-than-2-year 

institutions; sample size was too small to show as a separate category. This table includes students enrolled at postsecondary institutions 

in Puerto Rico.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
THIS PAGE INTENTIONALLY LEFT BLANK 
139 

Section 9: Job Characteristics and Salaries in 2006 

Students who began their postsecondary education in 2003–04 and who were working in 

2006, but not enrolled, reported on various characteristics of their jobs, including their salaries. 

The tables in this section report on these job characteristics and allow, among others, 

comparisons between those who earned degrees and those who did not. 

• Among 2003–04 beginning postsecondary students who were working in 2006 and not 

enrolled, 68 percent of those with a certificate and 71 percent with an associate’s 

degree had a job related to their career goals (table 9.1). Among students who had not 

attained a certificate or degree, a lower percentage were in a job related to their career 

goals (53 percent). 

• A majority were still in their first jobs, including 61 percent of those with no degree, 

61 percent of those with certificates, and 77 percent of those with associate’s degrees. 

• Compared with beginning postsecondary students who started at 2-year institutions, a 

greater percentage of those who started at less-than-2-year institutions were in jobs in 

2006 that required a certificate (30 vs. 13 percent), required a license (35 vs. 18 

percent), and were related to their major (54 vs. 37 percent). 

• Higher percentages of those 30 years or older were in jobs related to their career goals 

than younger workers (67 vs. 49 to 58 percent). 

• A larger proportion of those who never attained were in the same or a similar job in 

2006 as they were before starting their postsecondary education (43 percent) than were 

those who had earned a certificate (25 percent). 

• The median salary for 2003–04 beginning postsecondary students who were working 

in 2006 and not enrolled was $20,600 (table 9.2). There was no measurable difference 

associated with attainment. 

• Probably reflecting longer experience in the work force, those 30 years or older had a 

higher than overall median salary ($26,000). 

• Overall, males had a higher median salary ($23,000) than females ($19,900). The 

difference in the salaries of men and women was significant for all age groups except 

those who started their postsecondary education when they were 18 years old. 
Section 9: Job Characteristics and Salaries in 2006

140 

Table 9.1.—Among 2003–04 beginning postsecondary students who were employed and not enrolled in 

Table 9.1.—2006, percentage who reported various characteristics of their jobs, by student and institutional 

Table 9.1.—characteristics

First Same

job after or similar Courses

Student and institutional Related to leaving Required Required Related job while not needed

characteristics career goals school certificate license to major enrolled to get job

 Total 55.6 61.2 15.1 20.0 37.7 40.1 50.0

Highest degree attained anywhere 2006

Never attained 52.7 60.7 11.8 16.7 33.1 43.1 54.2

Certificate 68.2 60.9 33.4 36.2 57.9 25.0 29.1

Associate’s degree 71.2 76.7 14.7 28.6 70.2 32.3 39.9

Level of first institution

4-year 45.2 55.3 8.0 10.5 23.5 39.0 65.9

2-year 56.6 63.0 12.8 18.4 37.5 45.2 50.9

Less-than-2-year 63.3 61.7 30.4 35.1 53.7 24.6 30.6

Control of first institution

Public 56.5 60.5 11.4 17.9 34.0 44.4 53.8

Private not-for-profit 55.8 66.7 12.7 12.9 33.2 52.4 64.2

Private for-profit 53.2 61.7 24.6 26.4 48.3 27.0 38.0

Gender

Male 54.5 57.7 12.7 18.6 34.9 39.8 51.7

Female 56.5 64.1 17.1 21.1 40.0 40.4 48.7

Age first year enrolled

18 years or younger 50.5 57.5 12.2 19.0 33.7 38.9 56.1

19 years 49.2 53.1 14.8 14.0 37.7 33.4 58.1

20–23 years 52.3 59.7 14.8 19.8 31.5 32.6 48.7

24–29 years 57.7 64.3 15.8 22.1 43.5 40.3 44.5

30 or older 67.0 70.6 18.2 24.3 43.9 51.9 41.8

Race/ethnicity

White 58.1 60.5 13.0 18.1 38.7 42.3 54.7

Black 45.3 61.6 17.5 23.1 33.7 35.1 47.3

Hispanic 59.6 63.3 20.9 24.7 38.1 40.0 38.8

Asian/Pacific Islander 48.4 65.5 12.1 12.9 33.3 39.3 52.4

American Indian 46.6 65.2 9.6 16.7 45.2 46.3 56.6

Multiple races/other 49.4 56.5 13.0 18.5 38.3 29.0 43.1

Dependency status first year

Dependent 51.0 57.0 12.3 17.3 33.5 35.8 55.5

Independent 60.4 65.7 18.1 22.8 42.2 44.7 44.3

Unmarried, no dependents 59.7 61.3 13.1 24.7 43.1 43.3 48.0

Single parent 54.2 67.2 18.5 22.9 40.8 40.4 41.7

Married 66.8 66.9 20.6 21.7 42.9 49.5 44.6

Highest education of parents

High school or less 55.3 60.7 17.7 20.4 37.9 39.9 45.6

Some postsecondary 58.5 60.8 12.4 18.3 41.0 42.0 54.8

Bachelor’s degree or higher 53.9 62.2 11.6 20.1 34.9 40.5 54.8

Dependent student family income 

Less than $32,000 45.8 56.0 15.2 17.3 33.9 34.0 53.1

$32,000–59,999 52.7 51.0 14.9 13.8 30.2 31.4 55.2

$60,000–91,999 55.2 63.7 9.8 24.2 39.9 43.9 53.5

$92,000 or more 52.8 60.7 2.6 14.0 30.5 38.6 65.0

See notes at end of table.
Section 9: Job Characteristics and Salaries in 2006 

141 

Table 9.1.—Among 2003–04 beginning postsecondary students who were employed and not enrolled in 

Table 9.1.—2006, percentage who reported various characteristics of their jobs, by student and institutional 

Table 9.1.—characteristics—Continued

First Same

job after or similar Courses

Student and institutional Related to leaving Required Required Related job while not needed

characteristics career goals school certificate license to major enrolled to get job

Federal Pell Grant received in first year

Dependent Pell Grant recipients 48.4 56.8 18.4 20.6 36.2 32.2 48.8

Independent Pell Grant recipients 53.9 62.7 20.9 26.5 45.5 33.4 39.5

NOTE: “Persistence and attainment anywhere” include students who transferred out of the first institution attended. “Degree” includes

certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. Black includes African

American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other 

includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because of small sample 

sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and had no 

dependents of their own in 2003. Family income of dependent students is the annual income of the parents in 2002. Categories 

represent the income quartile ranges of all dependent student families. This table includes students enrolled at postsecondary 

institutions in Puerto Rico.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
Section 9: Job Characteristics and Salaries in 2006

142 

Table 9.2.—Median annual salaries of 2003–04 beginning postsecondary students who were employed and 

Table 9.2.—not enrolled in 2006, by student and institutional characteristics

Student and institutional characteristics Total Male Female

 Total $20,600 $23,000 $19,900

Highest degree attained anywhere 2006

Never attained 20,700 22,000 20,000

Certificate 20,000 25,500 18,500

Associate’s degree 19,700 23,900 16,000

Level of first institution

4-year 20,000 21,000 19,800

2-year 21,500 23,900 20,100

Less-than-2-year 19,000 21,000 18,000

Control of first institution

Public 21,500 23,000 20,400

Private not-for-profit 21,500 24,000 19,700

Private for-profit 19,900 21,500 18,900

Age first year enrolled

18 years or younger 18,700 19,900 18,500

19 years 19,300 20,000 18,100

20–23 years 20,900 23,500 19,700

24–29 years 20,900 24,000 20,000

30 or older 26,000 31,100 23,400

Race/ethnicity

White 20,900 23,000 20,000

Black 19,800 21,000 19,200

Hispanic 20,400 23,400 19,900

Asian/Pacific Islander 20,000 20,000 20,000

American Indian 20,000 ‡ ‡

Multiple races/other 20,800 25,000 19,000

Dependency status first year

Dependent 19,900 20,400 18,500

Independent 22,900 26,800 20,800

Unmarried, no dependents 22,000 25,200 19,800

Single parent 21,100 24,000 20,800

Married 25,000 28,300 21,800

Highest education of parents

High school or less 20,400 23,900 19,900

Some postsecondary 20,800 20,900 20,400

Bachelor’s degree or higher 20,800 22,100 20,000

Dependent student family income 

Less than $32,000 18,400 20,000 17,500

$32,000–59,999 19,800 20,800 18,500

$60,000–91,999 19,800 20,000 19,800

$92,000 or more 20,800 22,800 19,700

See notes at end of table.
Section 9: Job Characteristics and Salaries in 2006 

143 

Table 9.2.—Median annual salaries of 2003–04 beginning postsecondary students who were employed and 

Table 9.2.—not enrolled in 2006, by student and institutional characteristics—Continued

Student and institutional characteristics Total Male Female

Federal Pell Grant received in first year

Dependent Pell Grant recipients 18,000 20,000 17,000

Independent Pell Grant recipients 20,400 23,900 19,800

‡ Reporting standards not met. (Too few cases for a reliable estimate.)

NOTE: “Persistence and attainment anywhere” include students who transferred out of the first institution attended. “Degree” includes

certificates in vocational programs. Full-time enrollment is 12 or more credits per term or 24 credits per year. Black includes African

American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other 

includes respondents having origins in a race not listed. Pacific Islanders have been combined with Asians because of small sample 

sizes. Race categories exclude Hispanic origin unless specified. Dependent students were under age 24, unmarried, and had no 

dependents of their own in 2003. Family income of dependent students is the annual income of the parents in 2002. Categories 

represent the income quartile ranges of all dependent student families. This table includes students enrolled at postsecondary 

institutions in Puerto Rico.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).
THIS PAGE INTENTIONALLY LEFT BLANK 
145 

Section 10: Prices and Financial Aid Received in the First Year 

Detailed information about tuition and fees, the total price of attendance, and the types of 

financial aid received from different sources is only available for the first year (2003–04). The 

information presented in the tables is for those students who were enrolled at only one institution 

during 2003–04 (about 95 percent of all the beginning students). 

All Beginning Postsecondary Students 

• Among all beginning students, 71 percent received some type of financial aid in 2003–

04; the average amount of aid received was $7,500 (table 10.1). 

• Sixty-two percent of the beginning students received an average of $4,600 in grants 

and 37 percent took out an average student loan of $4,300 in 2003–04. 

• Eighty-seven percent of beginning students at private not-for-profit 4-year institutions 

received financial aid in their first year, and the average amount received was $14,900. 

• Among the beginning students at private for-profit institutions, 97 percent received 

some type of financial aid in 2003–04. Eighty-four percent received grants and 85 

percent took out student loans. 

• Among dependent beginning students who received federal Pell Grants in their first 

year, the average amount of grant assistance from all sources was $5,700. Fifty-six 

percent of the dependent Pell Grant recipients took out student loans in 2003–04, and 

their average loan amount was $4,200. 

• About one-third (35 percent) of all beginning students received federal Pell Grants in 

2003–04; their average Pell Grant was $2,500 (table 10.2). 

• At private for-profit institutions, 78 percent of the beginning students received a 

federal Pell Grant in 2003–04; 10 percent received state grants and 10 percent received 

institutional grants. 

• Among beginning students at private not-for-profit 4-year institutions in 2003–04, 28 

percent received federal Pell Grants, 27 percent received state-funded grants, and 67 

percent received grants funded by the institution attended. Forty-five percent received a 

grant based only on merit, funded either by a state or the institution. 

• About one-fifth (21 percent) of dependent beginning students with federal Pell Grants 

in 2003–04 also received grants based only on merit that were funded by the states or 

the institutions attended. 
Section 10: Prices and Financial Aid Received in the First Year

146 

Beginning Students Enrolled Full-Time/Full-Year 

• The average tuition and fees charged full-time/full-year beginning students in 2003–04 

ranged from $2,000 at public 2-year institutions to $18,900 at private not-for-profit 4-

year institutions (table 10.3). 

• The average price of attendance (which includes room and board, books, and other 

expenses as well as tuition and fees) for full-time/full-year beginning students in 2003–

04 ranged from $9,700 at public 2-year institutions to $28,600 at private not-for-profit 

4-year institutions. 

• Among dependent full-time/full-year beginning students in 2003–04 whose family 

income was less than $32,000, 94 percent received financial aid in their first year; 93 

percent received grants ($6,500 average) and 50 percent took out student loans ($4,200 

average). 

• Forty-two percent of all full-time/full-year 2003–04 beginning students received a 

federal Pell Grant in their first year; about one-third (34 percent) received institutional 

grants and about one-fourth (25 percent) received state grants (table 10.4). 

• About one-fourth (24 percent) of all full-time/full-year beginning students received a 

grant based only on merit from institutional or state funds. At private not-for-profit 4-

year institutions, about one-half (49 percent) of all full-time/full-year beginning 

students received a merit-only grant. 

• About one-fourth (24 percent) of full-time/full-year dependent students who received 

federal Pell Grants in their first year also received merit-only grants from state or 

institutional sources. 
Section 10: Prices and Financial Aid Received in the First Year 

147 

Table 10.1.—Among beginning postsecondary students, average tuition, average price of attendance, and 

Table 10.1.—percentage who received any financial aid, any grants, or any student loans and the average 

Table 10.1.—amounts received, by type of institution and selected student characteristics: 2003–04

Average

total

Average price of

Student and institutional tuition atten- Average Average Average

characteristics and fees dance Percent amount Percent amount Percent amount

 Total $5,600 $12,800 70.8 $7,500 61.7 $4,600 37.2 $4,300

Attendance status first year

Full-time/full-year 7,800 16,600 82.2 9,100 74.3 5,600 46.8 4,300

Part-time or part-year 2,500 7,300 54.6 4,200 43.9 2,200 23.6 4,300

Type of first institution

4-year

Public 5,100 13,900 76.2 7,300 64.5 4,600 42.2 3,700

Private not-for-profit 17,200 26,300 87.0 14,900 81.6 9,900 55.3 4,800

Private for-profit 9,000 16,500 97.2 10,700 77.2 4,200 90.5 6,000

2-year

Public 1,200 6,600 52.6 2,900 45.3 2,300 11.9 2,700

Private not-for-profit 6,700 14,200 89.6 8,900 79.1 5,800 49.0 5,000

Private for-profit 8,800 16,300 95.8 9,900 79.9 3,600 91.4 5,800

Less-than-2-year

Public 2,100 8,000 64.7 3,800 55.5 2,500 16.4 4,300

Private for-profit 7,800 15,100 96.7 7,400 89.5 3,200 77.7 4,500

Level of first institution

4-year 9,300 18,100 81.3 10,200 70.9 6,500 50.0 4,400

2-year 2,100 7,700 57.5 4,200 49.3 2,600 20.2 4,200

Less-than-2-year 6,900 14,000 91.8 6,900 84.3 3,100 67.0 4,500

Control of first institution

Public 2,700 9,400 61.7 5,000 52.7 3,300 23.3 3,400

Private not-for-profit 16,400 25,400 87.2 14,400 81.5 9,500 54.5 4,800

Private for-profit 8,400 15,800 96.5 8,900 83.8 3,500 84.7 5,300

Gender

Male 5,700 12,800 66.8 7,800 56.4 4,700 34.7 4,500

Female 5,600 12,700 73.6 7,400 65.6 4,600 39.0 4,300

Age first year enrolled

18 years or younger 7,000 14,900 72.4 8,800 64.3 5,700 38.4 4,100

19 years 6,300 13,800 70.4 8,200 61.5 5,200 36.4 4,000

20–23 years 3,900 9,900 67.9 5,700 56.9 3,100 38.8 4,300

24–29 years 3,800 9,900 76.4 5,700 65.1 2,800 43.9 5,100

30 or older 2,900 8,500 65.6 4,900 56.2 2,500 29.4 5,300

Race/ethnicity

White 5,900 13,200 69.6 7,500 59.0 4,600 36.7 4,200

Black 5,000 11,900 82.7 7,300 75.2 4,300 47.2 4,400

Hispanic 4,500 11,100 68.4 7,100 62.6 4,200 34.4 4,600

Asian/Pacific Islander 7,000 14,700 61.4 9,100 55.6 6,500 25.1 4,600

American Indian 2,900 8,900 72.3 5,200 65.8 3,800 26.7 3,900

Multiple races/other 6,000 13,500 68.9 8,400 60.7 5,000 38.2 4,700

See notes at end of table.

Total aid Total grants Student loans
Section 10: Prices and Financial Aid Received in the First Year

148 

Table 10.1.—Among beginning postsecondary students, average tuition, average price of attendance, and 

Table 10.1.—percentage who received any financial aid, any grants, or any student loans and the average 

Table 10.1.—amounts received, by type of institution and selected student characteristics: 2003–04

Table 10.1.——Continued

Average

total

Average price of

Student and institutional tuition atten- Average Average Average

characteristics and fees dance Percent amount Percent amount Percent amount

Dependency status first year

Dependent 6,500 14,200 70.4 8,400 61.3 5,400 37.2 4,000

Independent 3,400 9,400 71.7 5,400 62.5 2,800 37.2 5,100

Unmarried, no dependents 3,600 9,600 69.5 6,000 56.1 2,900 39.7 5,400

Single parent 4,000 10,300 80.8 5,800 77.4 3,100 43.7 4,700

Married 2,800 8,400 64.5 4,700 52.6 2,400 29.8 5,200

Dependent student family income 

Less than $32,000 5,500 12,600 85.4 8,200 82.6 5,600 41.6 4,100

$32,000–59,999 5,800 13,300 73.4 8,600 65.8 5,300 41.8 4,200

$60,000–91,999 6,100 13,800 62.8 8,300 49.1 4,900 36.4 4,000

$92,000 or more 9,100 17,600 59.7 8,600 46.9 5,700 28.6 3,800

Admissions test taken (ACT/SAT)1

Did not take tests 3,700 9,700 64.1 5,800 55.7 3,000 35.2 4,200

Took tests 6,900 14,900 72.9 8,700 64.0 5,600 38.6 4,100

Admissions test scores (ACT/SAT)1

Lowest 4,200 11,000 72.4 6,900 63.8 4,200 37.6 4,200

Low middle 5,200 12,600 68.7 7,900 58.2 4,800 37.9 4,200

High middle 7,100 15,300 72.7 8,900 63.2 5,700 40.0 4,000

Highest 11,400 20,700 78.2 10,900 71.4 7,700 38.9 4,000

Federal Pell Grant received in first year

Dependent Pell Grant recipients 6,400 14,300 100.0 9,100 100.0 5,700 56.2 4,200

Independent Pell Grant recipients 5,000 12,000 100.0 6,300 100.0 3,100 58.7 5,000

1 Beginners under age 24 only.

NOTE: The total price of attendance includes tuition and fees, room and board, and other expenses as estimated by the institutions.

Aid averages are for those who received the specified type of aid. “Total aid” includes all types of financial aid from any source except 

parents, friends, or relatives. It also does not include federal tax credits for education (Hope and Lifetime Learning). “Total grants” 

include grants, scholarships or tuition waivers from federal, state, institutional, or private sources, including employers. “Student loans” 

may be from any source, but exclude other forms of financing such as credit cards, home equity loans, loans from individuals, and 

federal Parent Loans for Undergraduate Students (PLUS). Federal PLUS loans and other types of aid such as veterans’ benefits and job 

training funds are included in total aid. Students may receive more than one type of aid. Full-time/full-year students were enrolled full 

time for 9 or more months from July 1, 2003 to June 30, 2004. Independent students are age 24 or over and students under 24 who are 

married, have dependents, are veterans, or are an orphan or ward of the courts. Other undergraduates under age 24 are considered to be 

dependent. For dependent students, income is the income of their parents. Income is total income in 2002. Prior year (2002) income is 

used in federal need analysis. Estimates include students at postsecondary institutions in Puerto Rico. The table only includes students 

enrolled at one institution in 2003–04.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).

Total aid Total grants Student loans
Section 10: Prices and Financial Aid Received in the First Year 

149 

Table 10.2.—Percentage of beginning postsecondary students who received Federal Pell, state, institutional, 

Table 10.2.—or merit-only grants and the average amounts received, by type of institution and selected 

Table 10.2.—student characteristics: 2003–04

Student and institutional Average Average Average Average

characteristics Percent amount Percent amount Percent amount Percent amount

 Total 35.0 $2,500 19.5 $2,100 23.8 $4,900 17.0 $4,000

Attendance status first year

Full-time/full-year 41.8 2,900 25.4 2,400 34.3 5,300 23.6 4,500

Part-time or part-year 25.4 1,600 11.1 1,200 9.0 2,600 7.6 1,900

Type of first institution

4-year

Public 26.8 2,700 28.4 2,400 32.0 3,200 24.3 3,200

Private not-for-profit 28.3 2,600 27.2 3,100 66.7 8,300 44.7 6,300

Private for-profit 67.5 2,500 21.9 2,800 14.6 2,300 4.5 ‡

2-year

Public 26.1 2,100 15.1 1,100 10.1 1,700 8.4 1,600

Private not-for-profit 59.1 2,800 26.4 3,000 34.3 4,700 20.6 4,800

Private for-profit 70.9 2,600 11.5 3,300 7.1 5,100 3.2 ‡

Less-than-2-year

Public 50.2 2,100 4.2 800 2.9 ‡ 1.0 ‡

Private for-profit 86.4 2,800 2.9 900 9.1 1,400 4.0 1,700

Level of first institution

4-year 30.3 2,700 27.5 2,600 41.9 5,800 29.4 4,700

2-year 31.0 2,300 15.0 1,300 10.3 2,100 8.1 1,800

Less-than-2-year 80.9 2,700 3.9 1,100 8.2 1,400 3.5 1,700

Control of first institution

Public 26.8 2,400 19.9 1,800 18.2 2,700 14.2 2,600

Private not-for-profit 31.0 2,700 27.2 3,000 63.8 8,100 42.5 6,300

Private for-profit 77.5 2,700 9.7 2,700 9.7 2,500 3.9 2,400

Gender

Male 28.4 2,500 18.9 2,100 23.5 4,900 16.8 3,900

Female 39.8 2,500 19.9 2,100 24.1 4,900 17.1 4,100

Age first year enrolled

18 years or younger 30.1 2,600 25.1 2,300 34.2 5,200 24.1 4,300

19 years 29.6 2,500 22.1 2,100 30.1 5,100 22.4 4,000

20–23 years 43.3 2,500 11.9 1,400 9.7 3,100 5.9 2,700

24–29 years 55.8 2,400 10.8 1,600 5.7 1,300 3.5 900

30 or older 39.5 2,300 9.7 1,400 4.5 1,000 3.7 1,000

Race/ethnicity

White 25.8 2,300 19.3 2,000 26.2 5,100 20.6 4,100

Black 59.9 2,600 21.0 2,100 18.2 4,900 13.3 3,500

Hispanic 49.1 2,800 17.0 2,100 19.6 3,200 7.8 3,500

Asian/Pacific Islander 33.7 2,800 25.9 2,600 27.0 5,800 14.1 4,100

American Indian 40.7 2,300 17.2 ‡ 11.0 ‡ 4.0 ‡

Multiple races/other 38.2 2,400 19.1 2,500 21.6 4,500 15.0 3,300

See notes at end of table.

Federal Pell grants State grants Institutional grants Merit-only grants
Section 10: Prices and Financial Aid Received in the First Year

150 

Table 10.2.—Percentage of beginning postsecondary students who received Federal Pell, state, institutional, 

Table 10.2.—or merit-only grants and the average amounts received, by type of institution and selected 

Table 10.2.—student characteristics: 2003–04—Continued

Student and institutional Average Average Average Average

characteristics Percent amount Percent amount Percent amount Percent amount

Dependency status first year

Dependent 28.9 2,600 22.9 2,200 31.2 5,100 22.2 4,200

Independent 49.6 2,400 11.2 1,500 6.1 1,600 4.3 1,400

Unmarried, no dependents 41.6 2,300 12.7 1,800 7.9 2,600 4.3 2,900

Single parent 69.5 2,600 12.7 1,600 6.7 1,200 4.2 1,000

Married 36.1 2,100 8.8 1,100 4.4 1,100 4.4 1,000

Dependent student family income 

Less than $32,000 72.6 3,000 33.1 2,300 29.1 4,000 16.5 3,400

$32,000–59,999 36.9 1,700 28.5 2,300 34.1 5,100 22.2 3,900

$60,000–91,999 1.9 1,200 18.2 2,000 31.1 5,300 24.0 4,200

$92,000 or more # ‡ 10.8 2,200 30.9 6,300 27.2 5,100

Admissions test taken (ACT/SAT)1

Did not take tests 44.5 2,500 12.6 1,400 10.8 1,700 5.7 1,700

Took tests 28.8 2,600 24.5 2,300 33.8 5,300 24.6 4,300

Admissions test scores (ACT/SAT)1

Lowest 46.5 2,700 23.4 1,900 21.6 3,200 13.1 2,600

Low middle 29.6 2,600 23.1 2,100 27.2 4,000 20.1 3,100

High middle 23.5 2,500 26.7 2,300 36.6 5,100 26.6 4,200

Highest 15.7 2,500 25.2 2,700 50.4 7,200 38.9 5,600

Federal Pell Grant received in first year

Dependent Pell Grant recipients 100.0 2,600 41.9 2,300 37.4 4,200 21.1 3,400

Independent Pell Grant recipients 100.0 2,400 15.9 1,700 7.8 1,500 4.1 1,500

# Round to zero.

‡ Reporting standards not met. (Too few cases for a reliable estimate.)

1 Beginners under age 24 only.

NOTE: Aid averages are for those who received the specified type of aid. Federal Pell grants are based only on need. State and 

institutional grants include any grants, scholarships, or tuition waivers based on need, merit, or both, that are funded by a state or by the 

institution attended, respectively. Merit-only grants are grants from state or institutional sources based only on academic, athletic, or 

other special talents. Students may receive grants from more than one source. Full-time/full-year students were enrolled full time for 9 or

more months from July 1, 2003 to June 30, 2004. Independent students are age 24 or over and students under 24 who are married, have 

dependents, are veterans, or are an orphan or ward of the courts. Other undergraduates under age 24 are considered to be dependent. For 

dependent students, income is the income of their parents. Income is total income in 2002. Prior year (2002) income is used in federal

need analysis. Estimates include students at postsecondary institutions in Puerto Rico. The table only includes students enrolled at one 

institution in 2003–04.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).

Federal Pell grants State grants Institutional grants Merit-only grants
Section 10: Prices and Financial Aid Received in the First Year 

151 

Table 10.3.—Among full-time/full-year beginning postsecondary students, average tuition, price of 

Table 10.3.—attendance, and percentage who received any financial aid, grants, and loans and the average 

Table 10.3.—amounts received, by type of institution and selected student characteristics: 2003–04

Average

total

Average price of

Student and institutional tuition atten- Average Average Average

characteristics and fees dance Percent amount Percent amount Percent amount

 Total full-time/full-year $7,800 $16,600 82.2 $9,100 74.3 $5,600 46.8 $4,300

Type of first institution

4-year

Public 5,500 14,900 79.4 7,700 68.1 4,900 44.5 3,700

Private not-for-profit 18,900 28,600 90.4 16,200 85.6 10,800 59.7 4,800

Private for-profit 11,900 20,700 98.9 13,000 86.9 5,000 95.6 6,000

2-year

Public 2,000 9,700 69.1 4,000 62.9 3,300 16.9 2,800

Private not-for-profit 8,000 16,300 94.7 9,500 90.4 6,300 46.7 5,200

Private for-profit 10,100 18,700 98.5 11,000 87.4 4,100 95.5 5,900

Less-than-2-year

Public 3,500 12,100 88.6 5,000 77.4 3,200 31.7 4,600

Private for-profit 8,400 16,500 99.7 7,800 98.8 3,500 79.9 4,400

Level of first institution

4-year 10,100 19,500 83.8 11,000 74.6 7,000 51.8 4,300

2-year 3,400 11,300 74.5 5,700 67.6 3,600 30.1 4,400

Less-than-2-year 7,800 16,000 98.4 7,500 96.2 3,500 73.1 4,400

Control of first institution

Public 4,100 12,800 75.4 6,300 66.1 4,200 33.3 3,500

Private not-for-profit 18,200 27,800 90.7 15,700 85.9 10,400 58.6 4,800

Private for-profit 9,600 18,000 99.2 9,800 93.0 4,000 87.7 5,200

Gender

Male 8,000 17,000 79.3 9,300 69.9 5,600 45.8 4,400

Female 7,600 16,400 84.3 8,900 77.6 5,600 47.6 4,300

Age first year enrolled

18 years or younger 8,400 17,400 80.5 9,700 72.4 6,300 44.8 4,100

19 years 7,900 16,700 79.6 9,200 70.9 5,900 44.0 4,000

20–23 years 6,300 14,500 84.2 7,400 78.1 4,000 54.1 4,600

24–29 years 6,400 14,800 95.2 7,500 88.4 3,700 63.5 5,500

30 or older 6,000 14,500 94.3 7,000 89.2 3,700 52.6 5,600

Race/ethnicity

White 8,100 16,900 79.5 9,000 70.0 5,600 45.5 4,200

Black 7,100 15,800 93.5 9,200 89.0 5,500 60.0 4,600

Hispanic 6,600 15,200 87.9 8,400 83.3 5,200 46.5 4,500

Asian/Pacific Islander 9,400 18,800 76.6 10,200 71.6 7,200 33.1 4,500

American Indian 5,400 14,300 72.2 9,000 69.6 6,800 35.9 ‡

Multiple races/other 8,000 17,200 79.3 10,000 71.3 5,900 48.3 4,800

See notes at end of table.

Total aid Total grants Student loans
Section 10: Prices and Financial Aid Received in the First Year

152 

Table 10.3.—Among full-time/full-year beginning postsecondary students, average tuition, price of 

Table 10.3.—attendance, and percentage who received any financial aid, grants, and loans and the average 

Table 10.3.—amounts received, by type of institution and selected student characteristics: 2003–04

Table 10.3.——Continued

Average

total

Average price of

Student and institutional tuition atten- Average Average Average

characteristics and fees dance Percent amount Percent amount Percent amount

Dependency status first year

Dependent 8,100 17,000 79.6 9,500 71.1 6,100 44.2 4,100

Independent 6,200 14,700 94.5 7,400 89.9 3,900 59.5 5,400

Unmarried, no dependents 6,600 15,100 93.6 8,100 84.9 4,100 62.1 5,700

Single parent 6,300 14,500 96.1 7,400 95.3 4,000 60.6 5,100

Married 5,900 14,400 93.1 6,900 85.7 3,500 55.9 5,600

Dependent student family income 

Less than $32,000 6,800 15,100 94.4 9,600 92.6 6,500 49.6 4,200

$32,000–59,999 7,400 16,200 83.6 9,900 77.4 6,100 50.6 4,200

$60,000–91,999 7,700 16,800 72.6 9,300 59.0 5,500 43.7 4,000

$92,000 or more 10,700 20,200 67.5 9,200 54.4 6,000 32.8 3,800

Admissions test taken (ACT/SAT)1

Did not take tests 5,700 13,800 81.1 7,300 76.7 3,700 49.2 4,400

Took tests 8,400 17,400 80.5 9,700 71.8 6,300 44.9 4,100

Admissions test scores (ACT/SAT)1

Lowest 5,500 13,700 83.8 8,000 75.8 4,900 47.1 4,300

Low middle 6,500 15,200 77.0 9,000 66.3 5,500 45.5 4,200

High middle 8,100 17,200 79.2 9,700 70.0 6,100 45.8 4,000

Highest 12,400 22,200 82.5 11,500 75.7 8,100 42.0 4,000

Federal Pell Grant received in first year

Dependent Pell Grant recipients 7,100 15,500 100.0 10,200 100.0 6,500 60.0 4,200

Independent Pell Grant recipients 6,300 14,500 100.0 7,700 100.0 4,000 64.8 5,200

‡ Reporting standards not met. (Too few cases for a reliable estimate.)

1 Beginners under age 24 only.

NOTE: The total price of attendance includes tuition and fees, room and board, and other expenses as estimated by the institutions. Aid 

averages are for those who received the specified type of aid. “Total aid” includes all types of financial aid from any source except

parents, friends, or relatives. It also does not include federal tax credits for education (Hope and Lifetime Learning). “Total grants” 

include grants, scholarships or tuition waivers from federal, state, institutional, or private sources, including employers. “Student loans” 

may be from any source, but exclude other forms of financing such as credit cards, home equity loans, loans from individuals, and 

federal Parent Loans for Undergraduate Students (PLUS). Federal PLUS loans and other types of aid such as veterans’ benefits and job 

training funds are included in total aid. Students may receive more than one type of aid. Full-time/full-year students were enrolled full 

time for 9 or more months from July 1, 2003 to June 30, 2004. Independent students are age 24 or over and students under 24 who are 

married, have dependents, are veterans, or are an orphan or ward of the courts. Other undergraduates under age 24 are considered to be 

dependent. For dependent students, income is the income of their parents. Income is total income in 2002. Prior year (2002) income is 

used in federal need analysis. Estimates include students at postsecondary institutions in Puerto Rico. The table only includes students 

enrolled at one institution in 2003–04.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).

Total aid Total grants Student loans
Section 10: Prices and Financial Aid Received in the First Year 

153 

Table 10.4.—Percentage of full-time/full-year beginning postsecondary students who received Federal Pell, 

Table 10.4.—state, institutional, or merit-only grants and the average amounts received, by type of 

Table 10.4.—institution and selected student characteristics: 2003–04

Student and institutional Average Average Average Average

characteristics Percent amount Percent amount Percent amount Percent amount

 Total full-time/full-year 41.8 $2,900 25.4 $2,400 34.3 $5,300 23.6 $4,500

Type of first institution

4-year

Public 28.2 2,900 30.8 2,400 35.7 3,200 26.6 3,300

Private not-for-profit 30.6 2,800 30.9 3,200 72.1 8,800 48.8 6,700

Private for-profit 76.1 2,900 32.3 2,500 19.6 2,800 6.6 ‡

2-year

Public 40.2 2,900 22.5 1,200 18.3 2,100 12.5 2,100

Private not-for-profit 67.3 3,200 29.4 3,300 42.6 5,000 26.3 5,100

Private for-profit 77.0 2,800 11.7 3,900 9.5 5,600 4.0 ‡

Less-than-2-year

Public 74.4 2,600 6.9 900 5.5 ‡ 2.0 ‡

Private for-profit 96.9 3,100 3.8 900 11.6 1,500 4.8 1,700

Level of first institution

4-year 31.2 2,900 30.9 2,700 46.7 6,000 32.8 4,900

2-year 46.8 2,900 21.0 1,600 17.8 2,600 11.7 2,400

Less-than-2-year 94.2 3,000 5.1 1,100 11.0 1,500 4.4 1,700

Control of first institution

Public 33.7 2,900 27.1 2,000 28.3 2,900 20.6 3,000

Private not-for-profit 33.2 2,900 30.9 3,200 69.8 8,600 47.1 6,600

Private for-profit 86.8 3,000 11.5 2,700 12.4 2,900 4.9 2,800

Gender

Male 35.9 2,800 25.5 2,400 33.6 5,300 23.6 4,300

Female 46.1 3,000 25.4 2,300 34.9 5,300 23.6 4,600

Age first year enrolled

18 years or younger 33.6 2,900 29.2 2,500 41.0 5,600 28.6 4,600

19 years 34.1 2,800 26.0 2,300 38.8 5,300 28.0 4,300

20–23 years 64.2 3,100 15.1 1,900 15.2 3,700 6.7 4,200

24–29 years 83.8 3,000 14.5 2,300 6.5 1,500 2.6 ‡

30 or older 79.1 2,900 15.0 1,900 8.5 1,100 3.1 ‡

Race/ethnicity

White 30.1 2,700 24.2 2,300 36.8 5,500 27.9 4,600

Black 72.3 3,100 25.9 2,500 27.8 5,500 16.5 4,600

Hispanic 67.3 3,200 26.8 2,300 29.0 3,700 12.6 3,700

Asian/Pacific Islander 43.9 3,100 35.4 2,800 37.9 5,900 18.9 4,400

American Indian 60.4 2,800 22.3 ‡ 28.8 ‡ 10.0 ‡

Multiple races/other 43.4 2,700 25.7 2,700 28.3 5,200 20.5 3,500

Dependency status first year

Dependent 33.5 2,800 27.4 2,400 39.5 5,500 27.7 4,500

Independent 81.8 3,100 16.0 2,200 9.5 2,100 3.9 2,600

Unmarried, no dependents 68.8 3,000 18.5 2,800 12.1 4,000 5.0 5,400

Single parent 92.5 3,300 15.9 2,200 8.7 1,300 3.2 ‡

Married 76.2 2,700 14.2 1,500 8.8 1,200 4.2 ‡

See notes at end of table.

Federal Pell grants State grants Institutional grants Merit-only grants
Section 10: Prices and Financial Aid Received in the First Year

154 

Table 10.4.—Percentage of full-time/full-year beginning postsecondary students who received Federal Pell, 

Table 10.4.—state, institutional, or merit-only grants and the average amounts received, by type of 

Table 10.4.—institution and selected student characteristics: 2003–04—Continued

Student and institutional Average Average Average Average

characteristics Percent amount Percent amount Percent amount Percent amount

Dependent student family income 

Less than $32,000 84.4 3,300 40.0 2,500 36.4 4,400 20.6 3,700

$32,000–59,999 44.4 1,900 34.6 2,500 44.2 5,400 28.1 4,200

$60,000–91,999 2.2 1,200 22.1 2,200 39.9 5,600 30.2 4,500

$92,000 or more # ‡ 12.2 2,400 37.4 6,500 32.1 5,300

Admissions test taken (ACT/SAT)1

Did not take tests 67.2 3,000 16.7 1,600 15.8 2,000 6.4 2,400

Took tests 31.9 2,900 28.4 2,500 41.2 5,600 29.4 4,600

Admissions test scores (ACT/SAT)1

Lowest 57.0 3,100 30.4 2,100 28.0 3,400 16.1 2,900

Low middle 34.2 2,900 26.4 2,400 34.3 4,400 23.9 3,400

High middle 26.8 2,600 30.4 2,500 43.1 5,200 30.9 4,400

Highest 16.6 2,600 27.2 2,800 55.2 7,400 42.4 5,800

Federal Pell Grant received in first year

Dependent Pell Grant recipients 100.0 2,800 44.4 2,500 42.2 4,400 23.7 3,600

Independent Pell Grant recipients 100.0 3,100 17.3 2,100 8.7 1,700 3.5 2,000

# Round to zero.

‡ Reporting standards not met. (Too few cases for a reliable estimate.)

1 Beginners under age 24 only.

NOTE: Aid averages are for those who received the specified type of aid. Federal Pell grants are based only on need. State and 

institutional grants include any grants, scholarships, or tuition waivers based on need, merit, or both, that are funded by a state or by the 

institution attended, respectively. Merit-only grants are grants from state or institutional sources based only on academic, athletic, or 

other special talents. Students may receive grants from more than one source. Full-time/full-year students were enrolled full time for 9 

or more months from July 1, 2003 to June 30, 2004. Independent students are age 24 or over and students under 24 who are married, 

have dependents, are veterans, or are an orphan or ward of the courts. Other undergraduates under age 24 are considered to be 

dependent. For dependent students, income is the income of their parents. Income is total income in 2002. Prior year (2002) income is 

used in federal need analysis. Estimates include students at postsecondary institutions in Puerto Rico. The table only includes students 

enrolled at one institution in 2003–04.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students

Longitudinal Study, First Follow-up (BPS:04/06).

Federal Pell grants State grants Institutional grants Merit-only grants
A-1 

Appendix A—Glossary 

All variables used in this report are described in this glossary. Variables were taken directly from the 2004/06 

Beginning Postsecondary Students Longitudinal Study (BPS:04/06) Data Analysis System (DAS), an NCES software 

application that generates tables from the BPS:04/06 data (see appendix B for a description of the DAS). The index 

below organizes the variables by category. The glossary items are listed in alphabetical order by variable name in the 

DAS (displayed in letters along the right-hand side of each column). 

Glossary Index 

INSTITUTIONAL CHARACTERISTICS

Level of first institution .....................................FLEVEL 

Control of first institution .......................... FCONTROL 

Doctorate-granting status of first institution ...FSECDOC 

Type of first institution...................................FSECTOR 

ENROLLMENT CHARACTERISTICS

Degree plans first year .................................. DGPLNY1 

Enrollment intensity through 2006 ............... ENINPT3Y 

Recent (2003) high school graduates enrolled 

full time in fall 2003 .................................FALLHSFT 

Transfer and degree plans..............................DGTRNY1 

Type of associate’s degree............................UGDEGAA

Transfer status through June 2006.................TFNUM3Y 

Attendance pattern first year........................ATTNSTAT

STUDENT CHARACTERISTICS

Age first year enrolled ............................................. AGE 

Dependency status first year........................DEPEND5B 

Highest education of parents .........................PAREDUC 

Dependent student family income .................... DEPINC 

Gender ............................................................. GENDER 

Any disability ..................................................DISABLE 

Race/ethnicity........................................................RACE 

Federal Pell Grant received in first year ......... PELLDEP 

ACADEMIC PREPARATION

Admissions test taken (ACT/SAT) .................. TETOOK 

Admissions test scores (ACT/SAT)............. TESATDER 

High school grade point average (GPA)......HCGPAREP 

Highest level of high school mathematics ...... HCMATH 

Advanced Placement credits accepted ........... CRDAP04 

Earned credits for courses at a college while 

 in high school.............................................. CRDCL04 

Earned any college-level credits in high 

school.......................................................... CRDHS04 

Type of high school.......................................... HSTYPE 

STUDENT EXPERIENCES FIRST YEAR 2003–04 

Graduate student instructors .......................... ACAD04A 

Essay exams................................................... ACAD04B 

Large classes.................................................. ACAD04C 

Wrote papers ................................................. ACAD04D 

Informal contact with faculty.......................... FREQ04A 

Talked with faculty about academic 

matters outside of class ............................... FREQ04B 

Met with academic advisor ............................. FREQ04C 

Attended fine arts activities ............................ FREQ04D

Participated in school clubs .............................FREQ04E

Participated in school sports ............................FREQ04F 

Attended study groups .................................... FREQ04G 

Worked while enrolled in 2003–04 ................ JOBENR2 

COURSES TAKEN FIRST YEAR 2003–04 

Distance education courses.......................... DISTEDUC 

Any remedial courses 2003–04..................REMETOOK

Remedial English........................................... REMEDIA 

Remedial mathematics ................................... REMEDIB 

Remedial reading........................................... REMEDIC 

Remedial study skills .....................................REMEDID 

Remedial writing............................................ REMEDIE 

ACADEMIC PERFORMANCE THROUGH 2006 

Ever received an incomplete 2006................CINCMP06 

Ever repeated course for higher grade 2006 ...... CRPT06 

Ever withdrew after add/drop deadline 

2006 .......................................................... CWTHD06 

Ever changed major 2006 ............................MAJ06CHG

PERSISTENCE AND ATTAINMENT THROUGH 2006 

Highest degree attained at the first institution 

through 2006 ............................................ATHTYF3Y 

Highest degree attained anywhere through 

 2006 ..........................................................ATHTY3Y 

Retention at the first institution through 

 2006 ...........................................................PROUTF3 
Appendix A—Glossary 

A-2 

Persistence anywhere through 2006 ................. PRAT3Y 

Attainment or last year enrolled without 

completion through 2006 .........................ENLYAT3Y 

REASONS FOR LEAVING WITHOUT COMPLETION 2004 

Academic problems ...........................................RLV04A 

Scheduling problems .........................................RLV04B 

Not satisfied.......................................................RLV04C 

Financial reasons ...............................................RLV04D 

Family responsibilities....................................... RLV04E 

Personal reasons ................................................ RLV04F 

Finished classes .................................................RLV04G 

Other reasons.....................................................RLV04X 

REASONS FOR TRANSFERRING FROM FIRST 

INSTITUTION 2003–04 

Academic problems ...........................................RTR04A 

Scheduling problems .........................................RTR04B 

Not satisfied.......................................................RTR04C 

Financial reasons ...............................................RTR04D 

Family responsibilities....................................... RTR04E 

Personal reasons ................................................ RTR04F 

Finished classes .................................................RTR04G 

Pursue bachelor’s degree.................................... RTR04J 

Other reasons.....................................................RTR04X 

COMMUNITY SERVICE 2003–04 

Community service: performed last year 

2003–04 .................................................... COMSERV 

Community service: one-time event 

2003–04 ...................................................... COMONE 

Community service: average hours per 

month 2003–04 ........................................ COMHOUR 

Community service: required or part of 

program....................................................... COMREQ 

COMMUNITY SERVICE TYPE OF ACTIVITY 2003–04 

Fundraising................................................ COMSERVA 

Homeless shelter/soup kitchen....................COMSERVB 

Hospital/nursing home................................COMSERVC 

Neighborhood improvement...................... COMSERVD 

Service to church........................................COMSERVE 

Tutoring/mentoring..................................... COMSERVF 

Other work with kids ................................. COMSERVG 

Other.......................................................... COMSERVX 

COMMUNITY SERVICE 2005–06 

Community service: performed last year 

2005–06 ...................................................COMSRV06 

Community service: one-time event 

2005–06 .................................................. COMONE06 

Community service: average hours per 

month 2005–06 ........................................COMHRS06

COMMUNITY SERVICE TYPE OF ACTIVITY 2005–06 

Fundraising ........................................................VLT06C 

Homeless shelter/soup kitchen.......................... VLT06D 

Hospital/nursing home....................................... VLT06F 

Neighborhood improvement ..............................VLT06E 

Service to church .............................................. VLT06G 

Tutoring/mentoring............................................VLT06A 

Other work with kids .........................................VLT06B 

Other................................................................. VLT06X

COMMUNITY SERVICE REASONS 2005–06 

Required as part of program ...........................VLTR06A 

Campus organization ...................................... VLTR06B 

Encouraged by student/faculty........................ VLTR06C 

Other...............................................................VLTR06X 

COMMUNITY SERVICE BENEFITS 2005–06 

Helped with career choice...............................VLTB06A 

Learned to apply skills....................................VLTB06B 

Expanded skills............................................... VLTB06C 

Added to resume.............................................VLTB06D 

Clarified choice of major ................................ VLTB06E 

Become a more compassionate person ........... VLTB06F 

Increased awareness of social issues...............VLTB06G 

Other...............................................................VLTB06H 

EMPLOYMENT AFTER ENROLLMENT 2006 

Job 2006: related to career goals ..................JOBCAR06 

Job 2006: first job after leaving school.......... JOBFST06 

Job 2006: required certificate ....................... JOBRCT06 

Job 2006: required license ............................ JOBRLC06 

Job 2006: related to major ........................... JOBRLM06 

Job 2006: same or similar job when 

enrolled .....................................................JOBSIM06

Job 2006: courses not needed to get job .......JOBTRN06

PRICES AND FINANCIAL AID IN THE FIRST YEAR 

2003–04 

Tuition and fees 2003–04 ..............................TUITION2 

Price of attendance 2003–04........................BUDGETAJ 

Total aid 2003–04............................................. TOTAID 

Total grants 2003–04....................................... TOTGRT 

Total student loans 2003–04......................... TOTLOAN 

Federal Pell Grants 2003–04 ..............................PELL04 

State grants 2003–04 .................................... STGTAMT 

Institutional grants 2003–04 ....................... INGRTAMT 

Merit-only grants 2003–04 ...........................MERITAID 
Appendix A—Glossary 

DAS Variable Name 

A-3 

Student experiences first year 2003–04 ACAD04A–D 

During the 2004 interview, students enrolled at 4-year institutions were asked the following questions about their 

academic experience, “During the 2003–2004 school year at [institution name], please indicate whether you did the 

following never, sometimes or often.” 

Never 

Sometimes 

Often 

Graduate student instructors ACAD04A 

Attended classes taught by a graduate student instructor in 2003–04. 

Essay exams ACAD04B

Wrote essay answers as part of exam in 2003–04. 

Large classes ACAD04C

Attended large lecture classes in 2003–04. 

Wrote papers ACAD04D

Wrote papers for courses in 2003–04. 

Age first year enrolled AGE 

Indicates the student’s age on December 31, 2003. 

18 years or younger 

19 years 

20–23 years 

24–29 years 

30 years or older 

Highest degree attained anywhere through 2006 ATHTY3Y 

Indicates the highest degree attained by the student at any postsecondary institution by June 2006. 

 

Certificate The student’s highest level of attainment at any institution by 

June 2006 was a vocational certificate. 

 

Associate’s degree The student’s highest level of attainment at any institution by 

June 2006 was an associate’s degree. 

 
Appendix A—Glossary 

DAS Variable Name 

A-4 

Highest degree attained anywhere through 2006—continued ATHTY3Y 

Bachelor’s degree The student’s highest level of attainment at any institution by 

June 2006 was a bachelor’s degree. 

Any degree The student had attained a certificate, an associate’s degree, or a 

bachelor’s degree at some postsecondary institution by June 

2006. 

Highest degree attained at the first institution through 2006 ATHTYF3Y 

Indicates the highest degree attainment by the student at the first institution attended as of June 2006. 

Any degree The student had attained a certificate, an associate’s degree, or a 

bachelor’s degree by June 2006 at the first institution attended. 

Certificate The student’s highest level of attainment by June 2006 at the first 

institution attended was a vocational certificate. 

 

Associate’s degree The student’s highest level of attainment by June 2006 at the first 

institution attended was an associate’s degree. 

 

Bachelor’s degree The student’s highest level of attainment by June 2006 at the first 

institution attended was a bachelor’s degree. 

Attendance pattern first year ATTNSTAT 

Combined attendance intensity and persistence at all institutions during 2003–04. Intensity refers to the student’s 

full- or part-time attendance while enrolled. Persistence refers to the number of months a student was enrolled during 

the year. Students were considered to have been enrolled for a full year if they were enrolled 9 or more months 

during 2003–04. Months did not have to be contiguous or at the same institution, and students did not have to be 

enrolled for a full month in order to be considered enrolled for that month. 

Full-time/full-year Student was enrolled full time for at least 9 months during 2003–

04. Additional months enrolled could be part time (during the 

summer, for example). 

Full-time/part-year Student was enrolled full time for less than 9 months during 

2003–04 but attended full time in all of these months. 

Part-time/full-year Student was enrolled 9 or more months during 2003–04, but less 

than 9 months were full time. 

 

Part-time/part-year Student was enrolled less than 9 months during 2003–04, and all 

or some of these months were part time. 

 
Appendix A—Glossary 

DAS Variable Name 

A-5 

Price of attendance 2003–04 BUDGETAJ 

The attendance-adjusted student budget at the NPSAS sample institution for students who attended only one 

institution during 2003–04. Includes tuition and fees, books and supplies, room and board, transportation, and 

personal and any other expenses allowed for federal cost of attendance budgets. Based on institution-reported student 

budgets for students who applied for financial aid. Budgets for students who did not apply for financial aid were 

imputed by calculating the average nontuition budget amounts for aided students at the institution by dependency 

status and then adding the tuition and fees paid. Nontuition expenses for part-time or part-year students were 

adjusted to reflect the number of months enrolled and the attendance intensity. 

Ever received an incomplete 2006 CINCMP06

Indicates whether the student had ever received a grade of incomplete. 

The 2006 interview question was: “While enrolled at [institution name], did you ever receive a grade of 

incomplete?” 

 

Community service: average hours per month 2003–04 COMHOUR 

Average hours per month the student performed community service or volunteer work during 2003–2004 academic 

year, among students for whom community service was not a one time event. 

The 2004 interview question was: “In the last 12 months, how many hours per month (on average) did you 

volunteer?” 

Community service: average hours per month 2005–06 COMHRS06 

Average hours per month the respondent performed community service or volunteer work in 2005–06, among 

students for whom community service was not a one time event. 

The 2006 interview question was: “On average, how many hours did you volunteer each month during the last year?”

Community service: one-time event 2003–04 COMONE

Student performed a one-time event community service or volunteer work during the 2003–2004 academic year. 

Community service: one-time event 2005–06 COMONE06 

The respondent performed a one-time event community service or volunteer work in 2005–06. 

Community service: required or part of program COMREQ 

Community service or volunteer work was part of the student’s undergraduate program or required for graduation in 

2003–04. The 2004 interview question was: “Was any of your community service or volunteer work part of your 

undergraduate program or required for graduation?” 
Appendix A—Glossary 

DAS Variable Name 

A-6 

Community service: performed last year 2003–04 COMSERV 

Student performed community service or volunteer work during the 2003–2004 academic year. 

The 2004 interview question was: “Did you perform any community service or volunteer work during the past year? 

Please exclude charitable donations (such as food, clothing, money, etc.), paid community service, and court-ordered 

service.” 

Community service type of activity 2003–04 COMSERVA–G, X 

During the 2004 interview, students were asked the following questions about their community service/volunteer 

experience, “What type of community service or volunteer work did you perform? (Please check all that apply.)” 

Fundraising COMSERVA

Fundraising in 2003–04 

Homeless shelter/soup kitchen COMSERVB

Homeless shelter or soup kitchen in 2003–04 

Hospital/nursing home COMSERVC

Hospital or nursing home in 2003–04 

Neighborhood improvement COMSERVD

Neighborhood improvement or cleanup in 2003–04 

Service to church COMSERVE

Service to a church in 2003–04 

Tutoring/mentoring COMSERVF

Tutoring or mentoring in 2003–04 

Other work with kids COMSERVG

Work with kids other than tutoring or mentoring 

Other COMSERVX

Any other activity not listed
Appendix A—Glossary 

DAS Variable Name 

A-7 

Community service: performed last year 2005–06 COMSRV06 

The respondent had performed community service or volunteer work during 2005–06. 

The 2006 interview question was: “Have you performed any community service or volunteer work in the last 12 

months? Please do not include charitable donations (such as food, clothing, money, etc.), paid community service, or 

court-ordered service.” 

Advanced Placement credits accepted CRDAP04

Indicates whether the student had any Advanced Placement (AP) credits that were accepted by the institution in the 

first year. The 2004 interview question was: “When you first enrolled in college, did you have any advanced 

placement (AP) credits that were accepted by [name of institution]?” 

Earned credits for courses at a college while in high school CRDCL04 

Indicates that the respondent took courses at a college or university for which college credit was earned while he/she 

was in high school. The 2004 interview question was: “While you were in high school, did you take any courses at a 

college or university for which you earned college credit?” 

Earned any college-level credits in high school CRDHS04 

The respondent earned college credits while he/she was in high school. The respondent either earned advanced 

placement credits (CRDAP04) or/and took courses at a college or university (CRDCL04). 

Ever repeated course for higher grade 2006 CRPT06 

The student had ever repeated a course for a higher grade while enrolled. 

The 2006 interview question was: “While enrolled at [name of institution], did you ever repeat a course for a higher 

grade?” 

Ever withdrew after add/drop deadline 2006 CWTHD06 

Indicates whether the student had ever withdrawn from a course after the normal drop/add deadline. 

The 2006 interview question was: “While enrolled at [name of institution], did you ever withdraw from a course after 

the normal drop/add deadline?” 

Dependency status first year DEPEND5B

Dependent 

Independent 

 Unmarried, no dependents 

 Single parent 

 Married 

Indicates whether the student was financially dependent or independent for federal financial aid purposes in 2003–

04, and subcategories of independent students based on marital status and whether they had legal dependents. 
Appendix A—Glossary 

DAS Variable Name 

A-8 

Dependency status first year—continued DEPEND5B

Students were considered to be financially independent for federal financial aid purposes in 2003–04 if they met any 

of the following criteria: 

The student was 24 years old or older as of 12/31/2003. 

The student had legal dependents other than spouse. 

The student was married. 

The student was an orphan or ward of the court. 

The student was a veteran of the U.S. Armed Forces. 

The student was enrolled in a graduate or professional program (beyond a bachelor’s degree). 

All other students under 24 were considered to be financially dependent of their parents unless they could 

demonstrate that they were receiving no parental support and were classified as independent by a financial aid officer 

using professional judgment. 

For the independent student subcategories, “unmarried” and “single parent” include students who were separated, 

divorced, or widowed as well as never married. “Married” students include those with or without dependents. 

Dependent student family income DEPINC

Indicates dependent student parents’ total income for 2002. Based on amounts reported in the financial aid 

application, estimates by students in the student interview, and stochastic imputation. Federal financial aid need 

analysis uses the family income in the calendar year prior to the academic year of enrollment. The low and high 

categories used in this report are approximately the lowest and highest 25 percent of the income range for all 

dependent student families. 

Less than $32,000 

$32,000–59,999 

$60,000–91,999 

$92,000 or more 

Degree plans first year DGPLNY1 

Student’s degree plans during the 2003–04 academic year. Based first on the 2004 interview question “What degree 

were you working on at [name of institution]?” If this was not available, the program reported by the NPSAS 

institution was used. If neither was available, the program reported by the student in the financial aid application was 

used. 

None The student was not working on any degree. 

Certificate The student was working on a vocational certificate or diploma 

below an associate’s degree. 

 

Associate’s degree The student was working on an associate’s degree. 

 

Bachelor’s degree The student was working on a bachelor’s degree, including those 

enrolled at less-than-4-year institutions who planned to transfer 

to a 4-year institution to complete a bachelor’s degree. 
Appendix A—Glossary 

DAS Variable Name 

A-9 

Transfer and degree plans DGTRNY1

Indicates whether students at less-than-4-year institutions in 2003–04 planned to transfer to a 4-year institution and 

whether they had plans to complete a certificate or associate’s degree. Based on the 2004 interview questions about 

reasons for enrolling at the NPSAS sample school and plans to transfer in order to pursue a bachelor’s degree. 

Degree, no transfer The student’s reason for enrolling was to complete a certificate 

or associate’s degree, but not to transfer to a 4-year institution. 

Degree and transfer The student’s reasons for enrolling were to complete a certificate 

or associate’s degree, and to transfer to a 4-year institution. 

No degree, transfer The student’s reason for enrolling was to transfer to a 4-year 

institution, but not to complete a certificate or associate’s degree. 

No degree, no transfer The student’s reasons for enrolling did not include completing a 

certificate or associate’s degree or transfer to a 4-year institution.

Any disability DISABLE 

Indicates whether the student reported any type of disability in 2004. 

To identify students with disabilities, NPSAS participants were first asked three questions to determine (1) whether 

they had “long-lasting conditions” such as blindness, deafness, or a severe vision or hearing impairment; (2) whether 

they had “a condition that substantially limits one or more basic physical activities such as walking, climbing stairs, 

reaching, lifting, or carrying”; and (3) whether they had “any other physical, mental, or emotional condition that has 

lasted 6 months or more.” Students who answered “yes” to questions 1 or 2 (i.e., vision, hearing, or mobility 

impairment) were identified as having a disability. Of the students who answered “no” to question 1 and 2, the 

students who answered “yes” to question 3 and also reported having difficulty doing any one of five activities—

getting to school, getting around on campus, learning, dressing, or working at a job—were also considered to have a 

disability 

No disability reported 

Any disability reported 

Distance education courses DISTEDUC 

Indicates that the student took distance education courses for credit during academic year 2003–04. 

The 2004 interview question was: “During the 2003–2004 school year, did you take any courses for credit that were 

distance education courses? (Distance education courses are primarily delivered off campus using live, interactive 

TV or audio, pre-recorded TV or video, CD-ROM, or a computer-based system such as the Internet. Distance 

education does not include correspondence courses.)”

Enrollment intensity through 2006 ENINPT3Y 

Indicates the pattern of full-time, part-time, or mixed full-time and part-time attendance intensity in the months 

enrolled at any postsecondary institution between July 2003 and June 2006. Full time generally means enrollment in 

12 or more credit hours per term or 24 credit hours per academic year. Students enrolled full time in an academic 

year except for summer months (which may have been part time) were considered to be always full time. 

Always full time The student attended full time in all months while enrolled. 
Appendix A—Glossary 

DAS Variable Name 

A-10 

Enrollment intensity through 2006—continued ENINPT3Y 

Always part time The student attended part time in all months while enrolled. 

Mixed The student attended full time in some months and part time in 

some months while enrolled.

Attainment or last year enrolled without completion through 2006 ENLYAT3Y 

Indicates whether or not the respondents had attained a certificate or degree by June 2006; if not, when they were last 

enrolled. 

 

No degree, last enrolled in 2003–04 

No degree, last enrolled in 2004–05 

No degree, last enrolled in Fall 2005 

No degree, last enrolled in Spring 2006 

Attained degree by June 2006. 

Recent (2003) high school graduates enrolled full time in fall 2003 FALLHSFT 

Indicates categories of beginning students who graduated from high school with a regular diploma in 2003, were 

enrolled full time in the fall of 2003, and were working on a degree or certificate in the first year (DGPLNY1). 

 

Certificate plans Recent high school graduates who were enrolled full time in fall 

2003 and working on a certificate 

 

Associate’s degree plans Recent high school graduates who were enrolled full time in fall 

2003 and working on an associate’s degree 

 

Bachelor’s degree plans Recent high school graduates who were enrolled full time in fall 

2003 and working on a bachelor’s degree 

Control of first institution FCONTROL 

Control of first institution attended during the 2003–04 academic year. 

 

Public 

Private not-for-profit 

Private for-profit 

Level of first institution FLEVEL 

The highest degree or award offered in any program by the first institution attended. 

4-year Institutions that can award bachelor’s degrees or higher degrees. 

Some of these institutions may also offer associate’s degrees or 

certificates. 
Appendix A—Glossary 

DAS Variable Name 

A-11 

Level of first institution—continued FLEVEL 

2-year Institutions offering certificate or associate’s degree programs, or 

2-year programs that fulfill part of the requirements for a 

bachelor’s degree or higher at 4-year institutions. These 

institutions do not award bachelor’s degrees. 

Less-than-2-year At least one of the programs offered at these institutions is 3 

months or longer, and produces a terminal award or certificate. 

No program at these institutions lasts longer than 2 years.

Student experiences first year 2003–04 FREQ04A–G 

During the 2004 interview, students enrolled in 4-year or 2-year institutions were asked the following questions 

about their academic experience, “During the 2003–2004 school year at [name of institution], please indicate 

whether you did the following never, sometimes or often.” 

Informal contact with faculty FREQ04A 

Had informal contact with faculty members in 2003–04. 

Talked with faculty about academic matters outside of class FREQ04B

Talked with faculty about academic matters outside of class in 2003–04. 

Met with academic advisor FREQ04C 

Met with advisor concerning academic plans in 2003–04. 

Attended fine arts activities FREQ04D

Attended fine arts activities in 2003–04. 

Participated in school clubs FREQ04E

Participated in school clubs in 2003–04. 

Participated in school sports FREQ04F

Participated in varsity/intramural/club sports in 2003–04. 

Attended study groups FREQ04G 

Attended study groups outside of the classroom in 2003–04. 
Appendix A—Glossary 

DAS Variable Name 

A-12 

Doctorate-granting status of first institution FSECDOC

Indicates whether the first 4-year institution attended granted doctorates. Less-than-4-year institutions are not 

included in this variable. 

Doctorate-granting 

Non-doctorate-granting 4-year 

Type of first institution FSECTOR

The level and control of the first institution attended by the student in 2003–04, based on the classification in the 

2003 IPEDS Institutional Characteristics file. Control concerns the source of revenue and control of operations 

(public, private not-for-profit, private for-profit) and level concerns the highest degree or award offered by the 

institution in any program. Four-year institutions award at least a bachelor’s degree; 2-year institutions award at least 

an associate’s degree; less-than-2-year institutions award certificates or other credentials in vocational programs 

lasting less than 2 years. In most cases, the first institution attended in 2003–04 is also the institution at which the 

student was sampled for NPSAS:04. However, if the student was enrolled at another institution for more than 3 

months in 2003–04 prior to enrolling at the NPSAS sample institution, the prior institution was classified as the first 

institution attended. The sample size for private not-for-profit less-than-2-year institutions was too small to show as a 

separate category. 

4-year 

 Public 

 Private not-for-profit 

 Private for-profit 

2-year 

 Public 

 Private not-for-profit 

 Private for-profit 

Less-than-2-year 

 Public 

 Private for-profit 

Gender GENDER

Male 

Female 

High school grade point average (GPA) HCGPAREP 

High school grade point average as self-reported on the SAT or ACT admissions test questionnaire. This variable 

only includes students under age 24 who had received a regular high school diploma. 

Below 3.0 (below B) 

3.0–3.4 (B to A-) 

3.5–4.0 (A- to A) 
Appendix A—Glossary 

DAS Variable Name 

A-13 

Highest level of high school mathematics HCMATH 

Highest level of high school mathematics taken, as self-reported in the 2004 student interview and the SAT or ACT 

admissions test questionnaires. 

Below algebra II 

Algebra II 

Trigonometry 

Pre-calculus 

Calculus 

Type of high school HSTYPE 

Indicates the type of high school where the student received a regular diploma, according to the 2004 student 

interview. Students with a GED or equivalent, who were home-schooled, or did not complete high school, were 

classified as “no regular diploma.” 

 

No regular diploma 

Public high school 

Private high school 

Foreign high school 

Institutional grants 2003–04 INGRTAMT 

Indicates the total grant aid from institutional funds received in 2003–04. Includes all institutional grants, 

scholarships, and tuition waivers received during the NPSAS year. Includes need-based and non-need-based awards. 

At public institutions in some states, the distinction between state and institutional grant funds is not always clear 

because grants are funded by the state but are allocated by the institutions. 

Job 2006: related to career goals JOBCAR06 

The current job in 2006 was considered to be part of a career the respondent was pursuing in occupation or industry. 

The 2006 interview question was: “Do you consider your current job to be part of a career you are pursuing in your 

occupation or industry?” 

Worked while enrolled in 2003–04 JOBENR2

Intensity of work, including work-study, assistantship, and traineeship, while enrolled during the 2003–04 academic 

year. 

Did not work Not employed during 2003–04 academic year. 

Part time Worked less than 35 hours per week.

Full time Worked 35 hours per week or more.
Appendix A—Glossary 

DAS Variable Name 

A-14 

Job 2006: first job after leaving school JOBFST06

The current job in 2006 was the first job the respondent had after leaving school. 

The 2006 interview question was: “Was this job the first job you had after leaving [name of institution]?” 

Job 2006: required certificate JOBRCT06 

The respondent indicated that the current job in 2006 required a diploma or certificate from a college or trade school 

as a condition of employment. 

Job 2006: required license JOBRLC06 

The respondent indicated that the current job in 2006 required an occupational license or professional certificate as a 

condition for working. 

Job 2006: related to major JOBRLM06 

The respondent indicated that the current job in 2006 was related to his/her major or field of study at school. 

The 2006 interview question was: “Would you say your job is related to your major or field of study at [name of 

institution]?” 

Job 2006: same or similar job when enrolled JOBSIM06 

The respondent indicated that the current job in 2006 was the same or similar to the job held while enrolled. 

The 2006 interview question was: “Did you have your current job, or a similar job, while you were enrolled at 

[Primary School]?” 

Job 2006: courses not needed to get job JOBTRN06

The respondent indicated that the postsecondary courses taken were not necessary for the current job in 2006. 

The 2006 interview question was: “Would you have been able to get your current job without the courses you took at 

[Primary school]?” 

Ever changed major 2006 MAJ06CHG 

Whether the student formally changed majors at the most recent school attended as of 2006. 

The 2006 interview question was: “How many times did you formally change your major at [name of institution]?” 

Never 

One or more times 

Merit-only grants 2003–04 MERITAID 

Institutional and/or state funded merit-only grants and scholarships received in 2003–04. Includes all athletic 

scholarships. Merit-only scholarships are not based on need, but they may be awarded to students who also qualify 

for need-based aid. 
Appendix A—Glossary 

DAS Variable Name 

A-15 

Highest education of parents PAREDUC 

Indicates the highest level of education completed by the student’s mother or father, whoever had the highest level. 

The variable was aggregated to the following categories in this report: 

High school or less Neither parent earned more than a high school diploma or 

equivalent or they did not complete high school. 

Some postsecondary At least one parent received some postsecondary education, but 

did not earn a bachelor’s degree. 

Bachelor’s degree or higher At least one parent attained a bachelor’s or advanced degree.

Federal Pell Grants 2003–04 PELL04 

Total amount of federal Pell Grants received at all institutions attended during 2003–04 academic year. Pell Grants 

are need-based grants awarded to undergraduates who have not yet received a bachelor’s degree and students in 

teaching certificate programs. The amount of a Pell Grant depends on the expected family contribution (EFC) and 

attendance status (full-time or part-time, full-year or part-year). The maximum Pell Grant amount was $4,050 in 

2003–04. 

Federal Pell Grant received in first year PELLDEP 

Indicates whether the student received a federal Pell Grant in 2003–04, and the dependency status of the recipient in 

that first academic year. Dependent students represent a smaller proportion of first-year Pell Grant recipients than the 

proportion of dependent students among all first-time beginners. 

Dependent Pell Grant recipients Dependent students who received Pell Grants in 2003–04. 

Independent Pell Grant recipients Independent students who received Pell Grants in 2003–04.

Persistence anywhere through 2006 PRAT3Y

Indicates whether the student had attained any degree and/or was still enrolled at any postsecondary institution as of 

June 2006. Students enrolled in any months after February 2006 were considered to be still enrolled through June 

2006, including those who attained a certificate or associate’s degree after February 2006. 

Attained, not enrolled The student had attained a certificate or degree and was no 

longer enrolled in June 2006. 

Attained, still enrolled The student had attained a certificate or degree and was still 

enrolled at some postsecondary institution in June 2006. 

No degree, still enrolled The student had not attained any certificate or degree but was 

still enrolled at some postsecondary institution in June 2006. 

No degree, not enrolled The student had not attained any certificate or degree and was 

not enrolled at any postsecondary institution in June 2006. 
Appendix A—Glossary 

DAS Variable Name 

A-16 

Retention at the first institution through 2006 PROUTF3 

Indicates the student’s enrollment status in the 2005–06 academic year at the first institution attended. Students 

enrolled at the institution between July 2005 and February 2006 were considered last enrolled in the fall of 2005; 

those enrolled in any months after February 2006 were considered to be still enrolled through June 2006. 

Attained any degree The student had attained a certificate, an associate’s degree, or 

a bachelor’s degree by June 2006 at the first institution. 

No degree, enrolled spring 2006 The student had not attained any degree at the first institution 

attended but was still enrolled there in June 2006. 

No degree, last enrolled fall 2005 The student had not attained any degree at the first institution 

attended and was last enrolled there before March 2006. 

No degree, transferred elsewhere The student had left the first institution attended without a 

degree and transferred to a different institution by June 2006. 

No degree, not enrolled in 2005–06 The student had left the first institution attended without a 

degree and had not enrolled anywhere else in the 2005–06 

academic year. 

Race/ethnicity RACE 

Student’s race/ethnicity with Hispanic or Latino origin as a separate category. Based on the census race categories. 

All of the race categories exclude Hispanic origin unless specified. 

White A person having origins in any of the original peoples of Europe, 

North Africa, or the Middle East. 

Black A person having origins in any of the black racial groups of 

Africa. 

Hispanic A person of Mexican, Puerto Rican, Cuban, Central or South 

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

 

Asian/Pacific Islander A person having origins in any of the peoples of the Far East, 

Southeast Asia, or the Indian subcontinent. This includes people 

from China, Japan, Korea, the Philippine Islands, India, and 

Vietnam. Pacific Islander is a person having origins in the 

Pacific Islands, including Hawaii and Samoa. 

American Indian/Alaska Native A person having origins in any of the original peoples of North 

America and who maintains cultural identification through tribal 

affiliation or community recognition. 

Multiple races/Other A person having origins in more than one race or in a race not 

listed above. 
Appendix A—Glossary 

DAS Variable Name 

A-17 

Remedial courses taken first year REMEDIA–E

The type of remedial or developmental courses taken during the 2003–04 academic year that were reported by the 

student in the 2004 interview. The 2004 interview question was: “In what area(s) did you take remedial or 

developmental courses? (Please check all that apply.)” 

Remedial English REMEDIA 

Remedial mathematics REMEDIB 

Remedial reading REMEDIC

Remedial study skills REMEDID

Remedial writing REMEDIE 

Any remedial courses 2003–04 REMETOOK 

Indicates whether the student reported taking any remedial or developmental courses during the first year enrolled 

(2003–04 academic year). The 2004 interview question was: “Did you take any remedial or developmental courses 

during the 2003–2004 school year?” 

Reasons for leaving without completion 2003–04 RLV04A–G, X 

Students who had left an institution without completing a program in 2003–04 and were not enrolled in 2004–05 

were asked to indicate the reasons for leaving in the 2004 interview. The question allowed for multiple responses. 

The 2004 interview question was: “You indicated earlier that you are no longer enrolled at [name of institution]. 

Why did you decide to leave? (Please check all that apply.)” 

Academic problems RLV04A

Academic problems 

Scheduling problems RLV04B

Classes not available/scheduling not convenient 

Not satisfied RLV04C

Dissatisfaction with program/school/campus 

Financial reasons RLV04D

Financial reasons 
Appendix A—Glossary 

DAS Variable Name 

A-18 

Family responsibilities RLV04E

Family responsibilities 

Personal reasons RLV04F

Personal reasons 

Finished classes RLV04G

Finished taking desired classes 

Other reasons RLV04X

Other reasons not listed 

Reasons for transferring from first institution 2003–04 RTR04A–G, J, X 

Students who had transferred from an institution during or after 2003–04 were asked to indicate the reasons for 

leaving the original institution in the 2004 interview. The question allowed for multiple responses. 

The 2004 interview question was: “Earlier you indicated that you transferred out of [name of institution]. What were 

your reasons for deciding to leave? (Please check all that apply.)” 

Academic problems RTR04A

Academic problems 

Scheduling problems RTR04B

Classes not available/scheduling not convenient 

Not satisfied RTR04C

Dissatisfaction with program/school/campus 

Financial reasons RTR04D

Financial reasons 

Family responsibilities RTR04E

Family responsibilities 
Appendix A—Glossary 

DAS Variable Name 

A-19 

Personal reasons RTR04F

Personal reasons 

Finished classes RTR04G

Finished taking desired classes 

Pursue bachelor’s degree RTR04J

Pursue bachelor’s degree at a 4-year college 

Other reasons RTR04X 

Other reasons not listed 

State grants 2003–04 STGTAMT

Total amount of state grants and scholarships (including the federal portion of Leveraging Educational Assistance 

Partnerships (LEAP) funds to states) received by the student in 2003–04. At public institutions in some states, the 

distinction between state and institutional grant funds is not always clear because grants are funded by the state but 

are allocated by the institutions.

Admissions test scores (ACT/SAT) TESATDER 

SAT I combined scores, derived as either the sum of SAT I verbal and mathematics scores or the ACT composite 

score converted to an estimated SAT I combined score. Only reported for students under age 24. Test scores came 

from ACT and/or College Board files or from the first institution attended. Categories represent approximate quartile 

values determined by using the CENTILE function in the DAS, and are based only on the scores of the students in 

the BPS:04/06 sample. SAT scores are reported in 10-point intervals and the median score was 990. Because 52 

percent scored 990 or less, the percentages shown for the two middle quartiles are not close to the 25 percent that 

would be expected. Derived from data provided by ACT and The College Board. SAT scores are copyright © 2005 

by The College Board. All rights reserved. www.collegeboard.com

SAT I combined scores

Lowest 400–840 

Low middle 850–990 

High middle 1000–1130 

Highest 1140–1600
Appendix A—Glossary 

DAS Variable Name 

A-20 

Admissions test taken (ACT/SAT) TETOOK 

Indicates whether the students who were under age 24 when they started postsecondary education in 2003–04 had 

taken the ACT or SAT I college entrance examinations. Based on matching ACT and/or College Board files and 

supplemented by the student interview if there was no file match. 

Did not take either test 

Took one or both tests 

Transfer status through June 2006 TFNUM3Y 

Indicates whether the student left one postsecondary institution and then enrolled in another postsecondary institution 

at any time before June 2006. The student may or may not have transferred any credits between the institutions. 

Some students transferred more than once. Students who enrolled in more than one institution at the same time are 

not considered to be transfers. 

Never transferred The student never left one institution and enrolled in another 

before June 2006. 

Transferred The student left one or more institutions and enrolled in another 

before June 2006. 

Total aid 2003–04 TOTAID 

Total amount of financial aid received by a student in 2003–04. Includes grants, loans, work-study, or any other 

types of aid, as well as loans to parents under the PLUS program, and veterans benefits. Does not include federal 

education tax benefits. 

Total grants 2003–04 TOTGRT 

Total amount of grants received by a student in 2003–04. Grants are a type of student financial aid that does not 

require repayment or employment. Grants include merit-only scholarships, tuition waivers, and employer tuition 

reimbursements. 

Total student loans 2003–04 TOTLOAN 

Total student loan amount received in 2003–04. This includes all student loans through federal, state, institutional, or 

private programs except PLUS loans (which are made to parents). Loans are a type of student financial aid that 

advances funds and that are evidenced by a promissory note requiring the recipient to repay the specified amounts 

under prescribed conditions. Does not include loans from family or friends. 

Tuition and fees 2003–04 TUITION2 

Tuition and fees charged at the sampled NPSAS institution for students who attended only one institution during 

2003–04. 
Appendix A—Glossary 

DAS Variable Name 

A-21 

Type of associate’s degree UGDEGAA 

Student’s associate’s degree type during 2003–04 academic year. Based on the 2004 student interview or the type of 

program reported by the institution attended. 

 

Applied fields The student was working on an applied associate’s degree in 

occupational or technical programs that are generally terminal 

degrees. 

General education/transfer The student was working on an academic associate’s degree in 

general education or in preparation for transfer to a 4-year 

institution. 

Community service type of activity 2005–06 VLT06A–G, X 

Indicates the type of community service or volunteer work that the respondents performed in 2005–06 (whether or 

not they had been enrolled in 2005–06), as reported in the 2006 interview. The question allowed for multiple 

response options. The 2006 interview question was: “What type of community service or volunteer work did you 

perform? (Please check all that apply.)” 

Tutoring/mentoring VLT06A

Tutoring/mentoring in 2005–06 

Other work with kids VLT06B

Other work with kids in 2005–06 

Fundraising VLT06C

Fundraising in 2005–06 

Homeless shelter/ soup kitchen VLT06D

Homeless shelter or soup kitchen in 2005–06 

Neighborhood improvement VLT06E

Neighborhood improvement/clean-up in 2005–06 

Hospital/nursing home VLT06F

Hospital/nursing home in 2005–06 
Appendix A—Glossary 

DAS Variable Name 

A-22 

Service to church VLT06G

Service to a church in 2005–06 

Other VLT06X

Other type of community service in 2005–06 

Community service benefits 2005–06 VLTB06A–H

The 2006 interview question was: “Which of the following statements best describe your experience in your 

community service or volunteer work activities. (Please check all that apply.)” 

Helped with career choice VLTB06A

Helped with career choice in 2005–06. 

Learned to apply skills VLTB06B

Learned to apply skills in 2005–06. 

Expanded skills VLTB06C

Expanded skills in 2005–06. 

Added to resume VLTB06D

Added to resume in 2005–06. 

Clarified choice of major VLTB06E

Clarified choice of major in 2005–06. 

Become a more compassionate person VLTB06F

Become a more compassionate person in 2005–06. 

Increased awareness of social issues VLTB06G

Increased awareness of social issues in 2005–06.
Appendix A—Glossary 

DAS Variable Name 

A-23 

Other VLTB06H

Other benefits not listed in 2005–06. 

Community service reasons 2005–06 VLTR06A–C, X 

Indicates the reason why the respondent became involved in a community service or volunteer work in 2005–06. 

The 2006 interview question was: “Why did you become involved in your community service or volunteer work? 

(Please check all that apply.)” 

Required as part of program VLTR06A

Required as part of program in 2005–06. 

Campus organization VLTR06B

Participated through a campus organization in 2005–06. 

Encouraged by student/faculty VLTR06C

Encouraged to participate by student/faculty in 2005–06. 

Other VLTR06X

Another reason not listed in 2005–06. 
THIS PAGE INTENTIONALLY LEFT BLANK 
 B-1 

Appendix B—Technical Notes and Methodology 

Overview 

The 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06) is 

sponsored by the U.S. Department of Education to respond to the need for a national, 

comprehensive database concerning issues students may face in enrollment, persistence, 

progress, and attainment in postsecondary education and in consequent early rates of return to 

society. The BPS study follows the paths of first-time beginner (FTB) students for a number of 

years as they navigate the system of postsecondary education, and captures transfer patterns, coenrollment, and periods of nonenrollment (stopouts). 

Unlike the typical retention and attainment studies that follow entering freshmen at a single 

institution, BPS:04/06 allows researchers and others to study the persistence and attainment of 

students who enroll in multiple institutions. BPS:04/06 also represents a departure from previous 

longitudinal studies of high school age cohorts: it starts with a cohort of individuals beginning 

their postsecondary studies, regardless of when they completed high school. Consequently, 

BPS:04/06 data include information about nontraditional postsecondary students who have 

delayed continuing their education after high school due to military service, family 

responsibilities, or other reasons.

BPS:04/06 is a follow-up to the 2003–04 National Postsecondary Student Aid Study 

(NPSAS:04), a recurring survey of a nationally representative, cross-sectional sample of 

postsecondary students. The NPSAS surveys have been implemented every 3 or 4 years since 

1986–87, and the data for the most recent survey (for the 2003–04 school year) were released in 

early 2005. BPS:04/06 represents the first follow-up of the NPSAS:04 FTB students. An 

additional follow-up interview will occur in 2009. 

The BPS:04/06 data collection effort involved interviews of both respondents and 

nonrespondents to the NPSAS:04 study. The interview took place in one of three modes: selfadministered through a web-based instrument, interviewer-administered via computer-assisted 

telephone interviewing (CATI), or interviewer-administered in person via computer-assisted 

personal interviewing (CAPI). A single web-based instrument was used for all administration 

modes. 
Appendix B—Technical Notes and Methodology 

 B-2 

Data Sources for BPS:04/06 

Because BPS:04/06 is based on NPSAS:04, the sources for NPSAS:04 are relevant to 

BPS:04/06. Information for NPSAS:04 was obtained from several sources, including the 

following: 

• Student Records: Data from institutional financial aid and registrar records at the 

institutions currently attended. These data were entered at the institution by institution 

personnel or field data collectors in 2003–04 using a computer-assisted data entry (webCADE) program or directly downloaded to a data file. 

• NPSAS Student Interview: Data collected directly from sampled students via webbased self-administered or interviewer-administered questionnaires. 

• Central Processing System (CPS): U.S. Department of Education database of federal 

financial aid applications for the 2003–04 academic year. 

• National Student Loan Data System (NSLDS): U.S. Department of Education database 

of federal Title IV loans and Pell grants. 

• Integrated Postsecondary Education Data System (IPEDS): U.S. Department of 

Education, National Center for Education Statistics (NCES) database of descriptive 

information about individual postsecondary institutions. 

Additional data sources for BPS:04/06 include the following: 

• BPS Student Interview: Data collected directly from sampled students via web-based 

self-administered or interviewer-administered questionnaires. 

• Central Processing System (CPS): U.S. Department of Education database of federal 

financial aid applications for the 2004–05 and 2005–06 academic years. 

• National Student Loan Data System (NSLDS): U.S. Department of Education database 

of federal Title IV loans and Pell grants. 

• SAT File: Student SAT data from the College Board. 

• ACT File: Student ACT data from ACT. 

• National Student Clearinghouse (NSC): A central repository and single point of 

contact for the collection of postsecondary enrollment, degree, and certificate records on 

behalf of participating postsecondary institutions. 
Appendix B—Technical Notes and Methodology 

 B-3 

Sample Design 

This section provides an overview of the sample design, including the respondent universe 

and the statistical methodology. 

Respondent Universe 

The respondent universe for the BPS:04/06 full-scale study consisted of all students who 

began their postsecondary education for the first time during the 2003–04 academic year at any 

postsecondary institution in the United States or Puerto Rico that was eligible for NPSAS:04. 

The BPS:04/06 sample students included potential FTBs from NPSAS:04, which included 

confirmed FTBs from the NPSAS:04 student interview, respondents to NPSAS:04 who were 

initially determined to be non-FTBs but were potentially FTBs based on data from other sources, 

and NPSAS:04 nonrespondents. The institution and student universes are defined in greater 

detail in the subsections that follow. 

Institution Universe for NPSAS:04 

The institutions eligible for NPSAS:04 were required during the 2003–04 academic year to 

meet all the requirements for distributing federal Title IV aid, including 

• offering an educational program designed for persons who have completed a high school 

education; 

• offering at least one academic, occupational, or vocational program of study lasting at 

least 3 months or 300 clock hours; 

• offering courses that are open to more than the employees or members of the company or 

group (e.g., union) that administers the institution; and 

• being located in the 50 states, the District of Columbia, or Puerto Rico. 

Institutions providing only vocational, recreational, or remedial courses or only in-house 

courses for their own employees were excluded. U.S. service academies were excluded because 

of their unique funding/tuition base. 

The institutional sampling frame for NPSAS:04 was constructed from the 2000–01 

Integrated Postsecondary Education Data System (IPEDS) Institutional Characteristics (IC) file 

and header files, and the 2000 Fall Enrollment file. The sample of institutions was freshened 

using the 2002–03 IPEDS, to include a sample of newly formed institutions. Records on the 

IPEDS files that did not represent NPSAS-eligible institutions were deleted. Hence, records that 

represented central offices, U.S. service academies, or institutions located outside the United 

States and Puerto Rico were deleted. 
Appendix B—Technical Notes and Methodology 

 B-4 

The above institutional eligibility conditions are consistent with previous NPSAS studies 

with two exceptions. First, the requirement of being eligible to distribute Title IV aid was 

implemented beginning with NPSAS:2000. Second, the previous NPSAS studies excluded 

institutions that offered only correspondence courses. NPSAS:04 included such institutions if 

they were eligible to distribute Title IV student aid. 

Student Universe for NPSAS:04 and BPS:04/06 

Students eligible for the BPS:04/06 full-scale study were eligible both to participate in 

NPSAS:04 and identified as FTB students at NPSAS sample institutions in the 2003–04 

academic year. Consistent with previous NPSAS studies, the students eligible for the NPSAS:04 

full-scale study were those enrolled in eligible institutions and who satisfied all the following 

eligibility requirements: 

• were enrolled in either (1) an academic program; (2) at least one course for credit that 

could be applied toward fulfilling the requirements for an academic degree; or (3) an 

occupational or vocational program that required at least 3 months or 300 clock hours of 

instruction to receive a degree, certificate, or other formal award; and 

• were not concurrently or solely enrolled in high school, a General Educational 

Development (GED), or other high school completion program. 

NPSAS-eligible students who enrolled in a postsecondary institution for the first time 

during the NPSAS year (July 1, 2003–June 30, 2004) after completing high school were 

considered pure FTBs and were eligible for BPS:04/06. Those NPSAS-eligible students who had 

enrolled for at least one course after completing high school but had never completed a 

postsecondary course before the 2003–04 academic year were considered effective FTBs and 

were also eligible for the BPS:04/06 full-scale study. In the BPS:04/06 full-scale data collection, 

we sampled from both (1) NPSAS:04 respondents who were identified as (pure or effective) 

FTBs and (2) NPSAS:04 nonrespondents who were potential (pure or effective) FTBs.1

Statistical Methodology 

Institution Sample for NPSAS:04 

The institutional sampling frame for NPSAS:04 was constructed from the 2000–01 and 

2001–02 IPEDS IC file and header files, and the 2000 and 2001 Fall Enrollment files. Records 

on the IPEDS files for NPSAS-ineligible institutions were deleted. NPSAS-ineligible institutions 

 

1 A potential first-time beginner (FTB) is one who is expected to have been an FTB student during the NPSAS year (July 1, 

2003–June 30, 2004) but was not confirmed as such during the student interview. Students were identified as potential FTBs by 

their sample institution. Other data sources (Central Processing System [CPS], computer-assisted data entry [CADE]) also 

provide an indication of FTB status for the time period of interest. 
Appendix B—Technical Notes and Methodology 

 B-5 

included U.S. service academies, institutions located outside the United States and Puerto Rico, 

and institutions offering no programs of study lasting at least 3 months or 300 clock hours. The 

IPEDS files were then cleaned to resolve the following types of problems: 

• missing enrollment data, because these data are needed to compute measures of size for 

sample selection; and 

• unusually large or small enrollment, especially if imputed, because if incorrect, these data 

would result in inappropriate probabilities of selection and sample allocation. 

Table B-1 presents the allocation of the NPSAS:04 institutional sample to the nine 

institution type sampling strata. The number of sample institutions was 1,670, accounting for 

historical rates of participation in Computer Assisted Data Entry (CADE), institution eligibility 

rates, and rates with which sample institutions provide student lists for sample selection. Table 

B-1 also shows the resulting institutional sample sizes, which included 1,360 institutions 

providing student enrollment lists. 

Table B-1. Numbers of NPSAS:04 sampled, eligible, and participating institutions and enrollment list 

participation rates, by type of institution: 2004 

Institutions providing lists1

Type of institution2

Sampled 

institutions

Eligible 

institutions3 Number

Unweighted 

percent 

Weighted 

percent 

Total 1,670 1,630 1,360 83.5 80.0 

Public less-than-2-year 70 60 50 76.6 74.3 

Public 2-year 380 380 320 85.4 77.6 

Public 4-year non-doctorate-granting 130 130 110 85.1 70.3 

Public 4-year doctorate-granting 230 230 200 86.3 87.1 

Private not-for-profit 2-year-or-less 70 70 70 89.0 92.6 

Private not-for-profit, 4-year nondoctorate-granting 280 270 220 81.9 78.1 

Private not-for-profit 4-year doctorategranting 220 220 170 77.7 80.8 

Private for-profit less-than-2-year 170 160 140 84.0 82.3 

Private for-profit 2-year-or-more 110 110 90 84.4 88.2 1

 Percents are based on the eligible institutions within the row under consideration. 2

 Type of institution is based on data from the sampling frame which was formed from the 2000–01 and 2001–02 Integrated 

Postsecondary Education Data System (IPEDS). 

3 Among the approximately 30 ineligible institutions: 10 closed after the sampling frame was defined, and 10 failed to meet one 

or more of the criteria for institutional NPSAS eligibility. The remainder were treated as merged institutions because two or more 

campuses were included on one combined student list. 

NOTE: Detail may not sum to totals because of rounding. NPSAS = National Postsecondary Student Aid Study. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2004 National Postsecondary Student Aid 

Study (NPSAS:04). 
Appendix B—Technical Notes and Methodology 

 B-6 

A direct, unclustered sample of institutions was selected for NPSAS:04, like the sample 

selected for NPSAS:2000 and NPSAS:96, rather than a clustered sample used for earlier NPSAS 

studies. In addition, to allow analysis of the effects of state tuition and student aid policies in 

individual states, representative samples of institutions were selected from three strata—public 2-

year institutions, public 4-year institutions, and private not-for-profit 4-year institutions—in each 

of the following 12 states: California, Connecticut, Delaware, Georgia, Illinois, Indiana, 

Minnesota, Nebraska, New York, Oregon, Tennessee, and Texas for NPSAS:04. 

Student Sample for NPSAS:04 

The NPSAS:04 student sampling design was based on fixed stratum sampling rates, not 

fixed stratum sample sizes. The design used two student sampling strata for undergraduates (FTB 

and other undergraduates), three student sampling strata for graduate students (master’s, 

doctoral, and other graduate students), and one stratum for first-professional students. 

Differential sampling rates were used for the three types of graduate students to get adequate 

representation of students pursuing doctoral degrees and to limit the sample size for “other” 

graduate students, who are of limited inferential interest. 

The NPSAS:04 student interview data collection procedures were expected to produce 

about a 70 percent student response rate based on historical experience. The sample sizes were 

determined using prior NPSAS experience regarding institutional CADE response rates and 

sample student eligibility rates. A total of 109,210 sample students were selected for NPSAS:04, 

including 49,410 potential FTBs; 47,680 other undergraduate students; and 12,120 graduate and 

first-professional students (see table B-2). 

Postsecondary institutions are sometimes unable to accurately identify their FTB students. 

Therefore, students classified as potential FTBs for sampling for NPSAS:04 included both pure 

FTBs who began their postsecondary education for the first time during the NPSAS year and 

effective FTBs who had enrolled in but not completed a postsecondary class prior to the NPSAS 

year. The NPSAS sampling rates for students identified as FTBs and other undergraduate 

students by the sample institutions were adjusted to yield the desired sample sizes after 

accounting for expected false positive and false negative FTB rates. The false positive and false 

negative FTB rates experienced in NPSAS:96 were used to set appropriate sampling rates for 

NPSAS:04.2

 

2 The NPSAS:96 false positive rate was 28 percent for students identified as potential first-time beginners (FTBs) by the sample

institutions, and the false negative rate was 9 percent for those identified as other undergraduate students. 
Appendix B—Technical Notes and Methodology 

 B-7 

Table B-2. Numbers of NPSAS:04 sampled and eligible students and response rates, by type of institution 

and student type: 2004 

Responding students1,2

Type of institution and student type3

Sampled 

students 

Eligible 

students4 Unweighted 

percent 

Weighted 

percent 

All students 109,210 101,010 89.8 91.0 

Type of institution 

Public less-than-2-year 3,180 2,580 84.2 90.6 

Public 2-year 36,300 32,450 81.3 83.9 

Public 4-year non-doctorate-granting 9,200 8,880 91.9 93.3 

Public 4-year doctorate-granting 22,350 21,620 93.7 94.2 

Private not-for-profit less-than-4-year 3,060 2,770 94.3 94.6 

Private not-for-profit 4-year non-doctorate-granting 9,740 9,300 96.3 96.9 

Private not-for-profit 4-year doctorate-granting 9,930 9,590 94.5 95.4 

Private for-profit less-than-2-year 9,270 8,030 94.9 94.3 

Private for-profit 2-year-or-more 6,190 5,790 95.0 96.7 

Student type 

Total undergraduates 97,090 89,480 89.3 90.3 

Potential FTB 49,410 44,670 91.2 91.4 

Other undergraduates 47,680 44,810 87.3 90.0 

Graduate/first professional 12,120 11,530 94.2 95.1 

1

 A responding student is defined as any eligible student for whom sufficient data were obtained from one or more sources, 

including student interview, institutional records, and the Department of Education’s Central Processing System (CPS). 2

 Percents are based on the eligible students within the row under consideration. 

3

 Type of institution is based on data from the sampling frame which was formed from the 2000–01 and 2001–02 Integrated 

Postsecondary Education Data System (IPEDS). Student type is based on data from the sampling frames which were the 

enrollment lists received from participating institutions. 

4

 Ineligible students were identified during the student interview or from institutional records if student eligibility was not 

determined from a student interview. 

NOTE: Detail may not sum to totals because of rounding. FTB = first-time beginner. NPSAS = National Postsecondary Student 

Aid Study. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2004 National Postsecondary Student Aid 

Study (NPSAS:04). 

BPS:04/06 Full-Scale Sample 

The BPS:04/06 student sample consisted of four groups according to their base-year 

response status: 

(1) NPSAS:04 study respondents who completed the student interview and were determined 

to be FTBs; 

(2) NPSAS:04 study respondents who completed the student interview but were initially 

determined to be non-FTB other undergraduates, and who were potential FTBs based on 

data from other sources; 
Appendix B—Technical Notes and Methodology 

 B-8 

(3) a subsample of potential FTBs3 who were NPSAS:04 study respondents but student 

interview nonrespondents; and 

(4) a subsample of potential FTBs who were NPSAS:04 study nonrespondents. 

Multiple data sources were used to provide information regarding a student’s FTB status 

during the NPSAS year, including the NPSAS:04 student interview, records from the student’s 

base-year institution via CADE, and federal financial aid sources. The data elements that were 

examined to estimate a student’s likelihood of being an FTB and to construct the frame for the 

BPS:04/06 sample included the following: 

• FTB status from the institution enrollment lists used for NPSAS:04 student sampling; 

• FTB status from the CPS;4 

• FTB status from student-level data obtained from institutional records via CADE; 

• student reports (obtained during the NPSAS:04 interview) indicating that they were FTBs 

during the 2003–04 academic year; 

• year of high school graduation; 

• receipt of Stafford loan (date loan was first received and number of years loan was 

received); 

• receipt of Pell grant (date grant was first received and number of years grant was 

received); and 

• undergraduate class level. 

Using the above indicators, an index was created to estimate the likelihood of being an 

FTB. A positive index value was assigned to cases with more positive indicators than negative 

indicators. For example, students for whom all of the indicators listed above suggested that the 

student was an FTB were assigned an index value of 8. This index was then used to create a set 

of decision rules to identify which cases would be included or excluded from the follow-up 

sample, and which among those included would require additional eligibility screening. 

The determination of “low,” “medium,” and “high” likelihood of being an FTB differed for 

base-year study respondents and base-year study nonrespondents because more data elements 

were available for the base-year study respondents. Base-year study respondents were considered 

to have a “low” likelihood of being an FTB if (1) they were not identified as a potential FTB 

based on CADE or CPS data, (2) they had a negative index value, or (3) they had any Stafford 

loans or Pell grants that began prior to 2003 (indicating enrollment prior to the NPSAS year). 

Students with a “low” likelihood of being an FTB were excluded from the BPS sample. If the 

 

3 A “potential FTB” is one who is expected to have been a first-time beginning student during the “NPSAS year” (July 1, 2003–

June 30, 2004) but was not confirmed as such during the student interview. Students were identified as potential FTBs by their 

sample institution. Other data sources (CPS, CADE) also provide an indication of FTB status for the time period of interest. 

4 The U.S. Department of Education’s Central Processing System (CPS) contains financial aid application data. 
Appendix B—Technical Notes and Methodology 

 B-9 

index was between 0 and 2, the student was classified as having a “medium” likelihood of being 

an FTB. If the index was 2 or more, then the student was classified as having a “high” likelihood 

of being an FTB. 

Base-year study nonrespondents had very little extant data. Students were considered to 

have a “low” likelihood of being an FTB if they were not identified as a potential FTB by either 

CADE or CPS. These students were excluded from the BPS sample. Students who were 

identified as a potential FTB from CADE (but not CPS) were classified as having a “medium” 

likelihood of being an FTB. Students who had an indicator from CPS that they were an FTB 

were classified as having a “high” likelihood of being an FTB. 

The NPSAS:04 sample yielded the numbers of students below who either indicated that 

they were FTBs during the interview and had other institutional records or federal financial aid 

sources that supported this, or were identified as potential FTBs based on institutional records or 

federal financial aid sources. 

1. Approximately 24,990 students responding to the student interview indicated that they 

were FTBs during the 2003–04 academic year. Based on a review of the FTB status 

indicators above, approximately 21,170 of these were identified for inclusion in the 

follow-up sample. Of the approximately 21,170 included in the follow-up sample, 

approximately 19,800 had other data that strongly supported their FTB status, and 

approximately 1,370 of these students had some indications that they were not FTBs; 

these potential false positives were rescreened during the BPS:04/06 interview to confirm 

their status. The remaining approximately 3,820 of the original 24,990 were identified for 

exclusion from the follow-up when multiple data sources confirmed that they could not 

have been FTBs during the NPSAS year. 

2. Approximately 1,420 students were not originally classified as FTBs, but were potential 

FTBs based on CPS data or because they had a high school graduation date in 2003 or 

2004. These potential false negatives were also screened during the BPS:04/06 interview 

to verify their status. 

3. Approximately 8,860 students did not respond to the NPSAS:04 student interview but 

were classified as NPSAS:04 study respondents and were potential FTBs based on CADE 

or CPS data, having more positive than negative indicators among the other variables, 

and having any Stafford loans or Pell grants that began after 2003. 

4. Approximately 720 NPSAS:04 sample members were potential FTBs based on 

information from CADE or CPS, but did not respond to the student interview and did not 

have sufficient data to be classified as study respondents. 

The sample distribution for BPS:04/06 is summarized in table B-3. 
Appendix B—Technical Notes and Methodology 

 B-10 

Table B-3. Distribution of BPS:04/06 full-scale sample, by base-year response status: 2004 

Base-year response status Number of cases

Group 1 

Base-year study respondent student interview respondents who were classified as FTBs1 24,990 

Total to be included in sample 21,170 

Confirmed FTBs—no additional screening required 19,800 

Confirmed FTBs—additional screening required 1,370 

Group 2 

Base-year study respondent student interview respondents who were classified as Other 

Undergraduate (potential false negatives) 28,610 

Potential FTBs2 1,420 

Group 3 

Base-year study respondent student interview nonrespondents 10,170 

Potential FTBs2 8,860 

Subsample 460 

Group 4 

Base-year study nonrespondents 3,890 

Potential FTBs2 720 

Subsample 40 

Final sample3 23,090 1

 Because of evidence indicating they were not eligible for inclusion in the cohort of first-time beginners (FTBs), approximately 

3,820 base-year study respondents were removed from the follow-up sample. 

2

 Potential FTBs consist of NPSAS respondents not identified as FTBs in the NPSAS student interview, but for whom CPS data 

or sample institutions indicated that they were likely to be FTBs. Potential FTBs also include NPSAS nonrespondents that were 

likely to be FTBs based on CADE or CPS data. 

3

 The final sample of 23,090 students consists of 21,170 students from sample group one, 1,420 students from sample group two, 

460 subsample students from sample group three, and 40 subsample students from sample group four. 

NOTE: Detail may not sum to totals because of rounding. CADE = computer-assisted data entry. CPS = Central Processing 

System. FTB = first-time beginner. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2004 National Postsecondary Student Aid 

Study (NPSAS:04) and 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06). 

As noted earlier, approximately 9,580 NPSAS:04 student interview nonrespondents were 

classified as potential FTBs. Of these, approximately 8,860 were NPSAS:04 study respondents 

who did not respond to the student interview and approximately 720 were NPSAS:04 study 

nonrespondents. NPSAS:04 student interview nonrespondents who were potential FTBs were 

subsampled for follow-up to improve upon the nonresponse bias reduction achieved through the 

nonresponse adjustments incorporated into the NPSAS:04 statistical analysis weights. For these 

students, sampling strata were developed from the following characteristics: 

• likelihood of being an FTB (medium, high); and 

• tracing outcome (located, not located).5

 

5 The results from the advance tracing for BPS:04/06 were used to determine whether a student had been located. The National 

Change of Address file (NCOA) was used to obtain updated addresses for a student, and then Telematch was used to obtain an 

updated telephone number. The student was classified as located if Telematch either returned a new telephone number or 

confirmed the current telephone number. 
Appendix B—Technical Notes and Methodology 

 B-11 

Stratification by tracing outcome and the likelihood of being an FTB was used to 

oversample the students most likely to be located and eligible for the study. The frame was also 

sorted by institutional sector to ensure representativeness of the sample. 

A stratified sample of 500 NPSAS:04 student interview nonrespondents was selected with 

probabilities proportional to their NPSAS:04 sampling weights. Table B-4 summarizes the 

BPS:04/06 counts of students eligible for the sample and the sample sizes, including the 

allocation of the subsample of 500 cases to the two groups of NPSAS:04 student interview 

nonrespondents. Given that the NPSAS:04 sampling weights were available for all student 

interview nonrespondents, they served as the basis for computing the BPS:04/06 analysis 

weights. Therefore, selection of the NPSAS:04 student interview nonrespondents with 

probabilities proportional to these weights was used to reduce the overall unequal weighting 

effects for the sample.

Table B-4. BPS:04/06 sample allocation for NPSAS:04 student interview: 2004 

Type of student 

Students eligible 

for sample Sample size

Total 32,180 23,090 

NPSAS:04 student interview respondents classified as FTB during interview 21,170 21,170 

Confirmed FTBs 19,800 19,800 

Confirmed FTBs—additional screening required 1,370 1,370 

NPSAS:04 student interview respondents who were potential FTBs but were 

not classified as FTBs during interview 

1,420 1,420 

NPSAS:04 student interview nonrespondents 9,580 500 

Study respondents who were student interview nonrespondents 8,860 460 

Located, high likelihood of FTB status 3,590 270 

Located, medium likelihood of FTB status 550 30 

Not located 4,720 160 

Study nonrespondents 720 40 

Located, high likelihood of FTB status 90 10 

Located, medium likelihood of FTB status 250 10 

Not located 380 20 

NOTE: Detail may not sum to totals because of rounding. The likelihood of being a first-time beginner (FTB) was determined 

from student financial aid data and institutional record (computer-assisted data entry) data and based on the number and type of 

indicators suggesting a student was an FTB. The location information was based on whether the advance tracing information 

from BPS:04/06 either confirmed the existing telephone number or yielded a new telephone number. Eligibility rates were 

assumed to be lower for NPSAS:04 study nonrespondents because less information was available for these students. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2004 National Postsecondary Student Aid 

Study (NPSAS:04) and 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06). 
Appendix B—Technical Notes and Methodology 

 B-12 

As listed above, several data sources were used to estimate a student’s likelihood of being 

an FTB prior to the start of first follow-up data collection. After data collection ended, logistic 

regression models for predicting eligibility among BPS nonrespondents were developed using 

data from BPS:04/06 respondents and the variables available for the BPS frame construction 

(date of birth; dates the student began receiving Stafford loans or Pell grants; FTB status 

according to the institution, CPS, or CADE; and institutional sector). All BPS:04/06 

nonrespondents who had responded to the NPSAS:04 interview and were classified as FTBs 

were initially classified as eligible for BPS. Separate logistic regression models were fitted for 

each of the remaining sampling groups (NPSAS:04 respondents who were not initially classified 

as FTB and NPSAS:04 nonrespondents). At the conclusion of the modeling, 99 percent (4,480) 

of the nonrespondents were predicted to have a high probability of being eligible for BPS. Added 

together with the eligible respondents to the BPS interview, a total of 22,180 sample members 

were initially classified as eligible for BPS. 

One additional source of data on the BPS:04/06 sample, the NSC Tracker

(http://www.studentclearinghouse.org), was obtained following completion of full-scale data 

collection and the modeling described above to facilitate imputation of key variables. However, 

as an additional check on the eligibility of the BPS:04 sample, the Tracker data were also used in 

combination with interview and other extant data to verify the eligibility status of all sample 

members retained for inclusion in the cohort. 

An analysis of enrollment and financial aid data within and across data sources identified a 

subset of the sample who, based on the results, were determined to be ineligible for membership 

in the BPS:04 cohort. Table B-5 presents the distribution of these cases by type of student and 

BPS:04/06 interview response status. The large majority of cases come from the group of 

NPSAS:04 respondents who were determined during that base-year interview to be FTBs based 

on a series of questions in the eligibility section. The distribution of final eligible FTBs is shown 

in the top half of table B-5. 

Table B-5. Allocation of ineligible and final eligible BPS:04/06 sample members by interview status: 2006 

BPS:04/06 

Type of student Total Respondent 

Nonrespondent 

(modeled eligible) 

Total 23,090 17,710 5,390 

Exclusions1 900 † 900 

Eligible 18,640 14,900 3,740 

NPSAS:04 student interview respondents classified as FTB 

during interview 

17,170 13,950 3,220 

NPSAS:04 student interview respondents who were potential 1,090 800 290 
Appendix B—Technical Notes and Methodology 

 B-13 

BPS:04/06 

Type of student Total Respondent 

Nonrespondent 

(modeled eligible) 

FTBs but were not classified as FTBs during interview 

NPSAS:04 student interview nonrespondents 360 140 220 

Study nonrespondents 30 10 20 

Ineligible 3,550 2,810 740 

NPSAS:04 student interview respondents classified as FTB 

during interview 2

3,250 2,590 660 

NPSAS:04 student interview respondents who were potential 

FTBs but were not classified as FTBs during interview 

260 210 60 

NPSAS:04 student interview nonrespondents 30 10 20 

Study nonrespondents 10 # 10 

† Not applicable. 

# Rounds to zero. 

1

 Students were classified as exclusions if they were deceased, incarcerated, unavailable, etc. Students who were predicted to be 

ineligible in the modeling were also classified as exclusions. 

2

 These sample members were determined to be ineligible according to information received from the Central Processing System 

(CPS), National Student Loan Data System (NSLDS), and National Student Clearinghouse (NSC), which indicated 

postsecondary enrollment prior to July 1, 2003. 

NOTE: Detail may not sum to totals because of rounding. BPS = Beginning Postsecondary Students Longitudinal Study. 

FTB = first-time beginner. NPSAS = National Postsecondary Student Aid Study. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2004 National Postsecondary Student Aid 

Study (NPSAS:04) and 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06). 

Perturbation 

To protect the confidentiality of NCES data that contain information about specific 

individuals, BPS:04/06 data were subject to perturbation procedures to minimize disclosure risk. 

Perturbation procedures, which have been approved by the NCES Disclosure Review Board, 

preserve the central tendency estimates but may result in slight increases in nonsampling errors. 

Imputation 

All variables with missing data used in this report as well as those included in the related 

Data Analysis System (DAS) have been imputed. Item response rates were high for most of the 

items in the BPS:04/06 interview. However, BPS:04/06 nonrespondents who were determined to 

be eligible for BPS:04/06 required imputation of their BPS:04/06 data. BPS:04/06 sample 

members who were NPSAS:04 study nonrespondents also required imputation for NPSAS data. 

The following groups of students and types of items were imputed: 

• NPSAS:04 derived variables were imputed for the NPSAS:04 nonrespondents who were 

in the BPS:04/06 sample. 
Appendix B—Technical Notes and Methodology 

 B-14 

• Students who were not FTBs based on NPSAS:04 interview data but were determined to 

be FTBs in BPS:04/06 received imputed data for NPSAS:04 interview items that were 

administered only to FTBs (e.g., attitudes, experiences, plans). 

• Scholastic Assessment Test (SAT)/ACT test scores, high school mathematics courses, 

and other high school courses and grades were obtained from a merge with the ACT and 

SAT files. Information on mathematics courses was also obtained in the BPS interview. 

Values were imputed for any without this information. 

• BPS:04/06 first follow-up interview data were imputed for cases with completed 

interviews with some missing items, abbreviated interviews with some missing sections, 

and cases who did not have a BPS interview. 

The imputation procedures employed a two-step process. First, the matching criteria and 

imputation classes that were used to stratify the dataset were identified such that all imputation 

was processed independently within each class. Second, the weighted sequential hot-deck 

process was implemented,6 whereby missing data were replaced with valid data from donor 

records that match the recipients with respect to the matching criteria. 

Variables requiring imputation were not imputed simultaneously. Basic demographic 

variables were imputed first. Then, variables with increasing levels of missing data were imputed 

using previously imputed variables in the determination of optimal matching criteria. The order 

in which variables were imputed was also determined to some extent by the substantive nature of 

the variables. For example, basic demographics (such as age) were imputed first, and these were 

used to process education variables (such as student level and enrollment intensity) that, in turn, 

were used to impute the financial aid variables (such as aid receipt and loan amounts). 

For variables with less than 5 percent missing data, the variables used for matching criteria 

were selected based on prior knowledge about the dataset and the known relationships between 

variables. For example, in almost all cases, the student’s age and enrollment intensity (fulltime/part-time status) were used as matching variables in the imputation process. Variables with 

less than 5 percent missing were those, such as student demographic characteristics, that were 

obtained from the sampling frame or other records such as CPS and also variables from 

NPSAS:04 that were available for all of the BPS cohort except the NPSAS:04 CATI 

nonrespondents. 

The variables were imputed using the combined file of BPS:04/06 interview respondents 

and nonrespondents. For variables with more than 5 percent missing data, a statistical process 

called Classification and Regression Tree (CART) was used to identify the matching criteria that 

were most closely related to the variable being imputed. CART (Breiman et al. 1984) is similar 

 

6 The term “hot deck” refers to the fact that the set of potential donors changes for each recipient. In contrast, cold deck 

imputation defines one static set of donors for all recipients. In all such imputation schemes the selection of the donor from the 

entire deck is a random process. 
Appendix B—Technical Notes and Methodology 

 B-15 

to Chi-Square Automatic Interaction Detection (CHAID) (Kass 1980), which was used for the 

imputation procedures in NPSAS:04. CART, however, is a nonparametric approach to forming 

imputation classes. This step produced a number of imputation classes that contain sets of donors 

used to impute recipients belonging to that class. Most of the variables derived from the 

BPS:04/06 interview had more than 5 percent missing because interview nonrespondents were 

included in the imputation. 

Next, the imputation classes were used as input to a SAS macro that implemented the 

weighted sequential hot-deck procedure. Additionally, data were sorted within each imputation 

class to increase the chance of obtaining a close match between donor and recipient. The hotdeck process was sequential in that the search for donors occurred sequentially, starting with the 

recipient and progressing up and down the sorted file to find the set of eligible donors from 

which a random selection of one was made. The process was weighted because it incorporated 

the sample weight of each record in the search and selection routine.7

In some cases, further intervention was needed to ensure accuracy and consistency of 

imputation, as determined by preexisting edit rules. For example, to impute the level of parents’ 

education when it was known that the parents had some college but the specific education level 

was unknown, the potential pool of donors was limited to those with at least some college 

education to prevent imputing parents’ education level as less-than-college. 

Weighting 

All estimates in this report are weighted to represent the target population described in the 

sample design section. The weights compensate for the unequal probability of selection of 

institutions and students in the NPSAS:04 sample. The weights also adjust for multiplicity at the 

institution and student levels8 and unknown student eligibility for NPSAS. Because the students 

in the BPS:04/06 sample are a subset of the NPSAS:04 sample, the BPS weights were derived 

from the NPSAS weights. The BPS:04/06 base weight is the product of the first eight NPSAS 

weight components given in table B-6. The weight for the subsample of NPSAS CATI 

nonrespondents who were included in the BPS:04/06 data collection was adjusted by the inverse 

of the subsampling fraction. The BPS:04/06 weights were then trimmed and smoothed within the 

original NPSAS:04 institution and student strata to reduce the unequal weighting. Finally, 

 

7 For further details, see Cox (1980) and Iannacchione (1982). 

8 After the 2004 National Postsecondary Student Aid Study (NPSAS:04) institution sample selection, it was determined that in 

some cases either (1) an institution had merged with another institution, or (2) student enrollment lists for two or more campuses 

were submitted as one combined student list. In these instances, the institution weights were adjusted for the joint probability of 

selection. Likewise, students who attended more than one institution during the NPSAS year also had multiple chances of 

selection. If it was determined from any source (the student interview, or the student loan files [Pell or Stafford]) that a student 

had attended more than one institution, then the student’s weight was adjusted to account for multiple chances of selection.
Appendix B—Technical Notes and Methodology 

 B-16 

poststratification was used to adjust the BPS:04/06 weights so that they matched NPSAS:04 

weight sums and known population enrollment and aid totals. All of the weight components, 

including the probabilities of selection and adjustments, are summarized in table B-6. The weight 

variable for the student analysis weight is BPS06WT. 

The weights were not adjusted for BPS:04/06, nonresponse because the BPS:04/06 data file 

contains BPS:04/06 nonrespondents with imputed data as well as BPS:04/06 respondents. 

Logistic regression models for predicting BPS:04/06 eligibility were developed using the 

BPS:04/06 respondents and the variables available for the BPS:04/06 frame construction; these 

models were then used to predict eligibility for the BPS:04/06 nonrespondents. The BPS:04/06 

nonrespondents predicted to be eligible were included on the data file with imputed data. 

Table B-6. Summary of BPS:04/06 weight components: 2006 

Weight component Purpose 

Institution sampling weight Account for the institution’s probability of selection 

Institution multiplicity adjustment Adjust the weights for institutions that had multiple chances of selection 

Institution poststratification adjustment Adjust the institution weights to match population enrollment totals to 

ensure population coverage 

Institution nonresponse adjustment Adjust the weights to compensate for nonresponding institutions 

Student sampling weight Account for the student’s probability of selection 

Student subsampling weight Account for the subsampling of students on paper lists 

Student multiplicity adjustment Adjust the weights for students who attended more than one institution 

Student unknown eligibility adjustment Adjust the weights of nonresponding NPSAS students with unknown 

eligibility 

Student subsampling adjustment Adjust the weights of the subset of NPSAS CATI nonrespondents who 

were included in the BPS:04/06 sample 

Student trimming and smoothing 

adjustment 

Adjust the weights for outliers, to reduce the design effect due to unequal 

weighting 

Student poststratification adjustment Adjust the student weights to match known population enrollment and 

aid totals to ensure population coverage 

NOTE: CATI = computer-assisted telephone interview. NPSAS = National Postsecondary Student Aid Study. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2004 National Postsecondary Student Aid 

Study (NPSAS:04) and 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06). 

Quality of Estimates 

Unit Response Rates and Bias Analysis 

The bias in an estimated mean based on respondents, R y , is the difference between this 

mean and the target parameter, π (i.e., the mean that would be estimated if a complete census of 

the target population was conducted and everyone responded). This bias can be expressed as 

follows: 

B( ) y

–

R = y

–

R – π
Appendix B—Technical Notes and Methodology 

 B-17 

The estimated mean based on nonrespondents, NR y , can be computed if data for the 

particular variable are available for most of the nonrespondents. The true target parameter, π, can 

be estimated for these variables as follows: 

ˆ (1 ) R NR π ηη =− + y y , 

where η is the weighted unit (or item) nonresponse rate. For the variables that are from the 

frame, rather than from the sample, π can be estimated without sampling error. The bias can then 

be estimated as follows: 

( ) ˆ ˆ By y R R = −π

or equivalently: 

( ) ( ) ˆ

B R RNR y yy = − η . 

This formula shows that the estimate of the nonresponse bias is the difference between the 

mean for respondents and nonrespondents multiplied by the weighted nonresponse rate. 

Nonresponse bias could come from a variety of sources, including failure of the institution to 

provide lists for NPSAS:04, student nonresponse to BPS:04/06, and item nonresponse to the 

BPS:04/06 interview. 

Institution-Level Bias Analysis 

An institution respondent is defined as any sample institution for which 

• a student list was received that was sufficient for selecting a sample; or 

• a sample of students was selected from an NSLDS file of Stafford loan and Pell grant 

recipients in cases where such a student file was believed to include at least 85 

percent of the student population. 

Of the 1,630 eligible NPSAS:04 sample institutions, 1,360 were respondents (84 

unweighted percent and 80 weighted percent). The institution weighted response rate is also 

below 85 percent for six of the nine types of institutions. The weighted response rates by type of 

institution range from 70 percent for public 4-year non-doctorate-granting institutions to 93 

percent for private not-for-profit less-than-4-year institutions. 

A nonresponse bias analysis was conducted for all institutions and for the six types of 

institutions with a weighted response rate below 85 percent. The nonresponse bias was estimated 
Appendix B—Technical Notes and Methodology 

 B-18 

for variables known (i.e., non-missing) for most respondents and nonrespondents. Extensive data 

from IPEDS are available for all institutions. The following variables were used:9

• type of institution;10

• Carnegie classification; 

• degree of urbanization; 

• Bureau of Economic Analysis Code (OBE) region; 

• historically Black college or university indicator; 

• percentage of students receiving federal grant aid; 

• percentage of students receiving state/local grant aid; 

• percentage of students receiving institutional grant aid; 

• percentage of students receiving student loan aid; 

• percentage of students enrolled: Hispanic; 

• percentage of students enrolled: Asian or Pacific Islander; 

• percentage of students enrolled: Black, non-Hispanic; 

• total undergraduate enrollment; 

• male undergraduate enrollment; 

• female undergraduate enrollment; 

• total graduate/first-professional enrollment; 

• male graduate/first-professional enrollment; and 

• female graduate/first-professional enrollment. 

First, for the institution-level variables listed above, the nonresponse bias was estimated 

and tested to determine if the bias was significant at the 5 percent level. Second, nonresponse 

adjustments were computed, and the variables listed above were included in the nonresponse 

models. The nonresponse adjustments (see the weighting section of this appendix) were designed 

to significantly reduce or eliminate nonresponse bias for variables included in the models. Third, 

after the weights were computed, any remaining bias was estimated for the variables listed 

above, and statistical tests were performed to check the remaining significant nonresponse bias. 

As shown in table B-7, the institution weighting adjustments eliminated some, but not all, 

bias. For all types of institutions combined, about 6 percent of the variables showed statistically 

 

9 For the continuous variables, categories were formed based on quartiles or logical breaks. 

10 Type of institution was used only in the nonresponse bias analysis for all institutions. 
Appendix B—Technical Notes and Methodology 

 B-19 

significant bias due to institution nonresponse prior to the nonresponse adjustment; the variables 

with significant bias were type of institution, degree of urbanization, OBE region, and 

graduate/first-professional enrollment. After the nonresponse weight adjustment, none of these 

variables had statistically significant bias. 

Table B-7. Summary of institution nonresponse bias analysis for all institutions, by type of institution: 2006 

Before weight adjustments After weight adjustments 

Type of institution1

Mean 

estimated 

relative bias 

Median 

estimated 

relative bias 

Percent 

significant 

bias 

Mean 

estimated 

relative bias 

Median 

estimated 

relative bias 

Percent 

significant 

bias 

All institutions 0.10 0.05 5.61 0.13 0.05 # 

Public less-than-2-year 0.24 0.17 6.35 0.32 0.29 # 

Public 2-year 0.14 0.08 6.85 0.24 0.12 # 

Public 4-year non-doctorategranting 0.20 0.14 10.84 0.25 0.23 2.41 

Private not-for-profit 4-year nondoctorate-granting 0.10 0.06 2.22 0.18 0.09 1.11 

Private not-for-profit 4-year 

doctorate-granting 0.19 0.06 # 0.22 0.10 # 

Private for-profit less-than-2-year 0.12 0.07 4.48 0.22 0.19 1.49 

# Rounds to zero. 

1

 Type of institution based on data from the sampling frame, which was formed from the 2000–01 and 2001–02 Integrated Postsecondary 

Education Data System (IPEDS). 

NOTE: Nonresponse bias analysis was conducted for all institutions and the six types of institutions with a weighted response rate less 

than 85 percent. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 National Postsecondary Student Aid Study 

(NPSAS:04). 

The results varied by type of institution. Before weighting for public less-than-2-year 

institutions, and public 2-year institutions, 6 percent and 7 percent, respectively, of the variable 

categories were significantly biased. Variables11 with statistically significant bias before weight 

adjustment for these types of institutions were percentage of students enrolled who are Black 

non-Hispanic, OBE region, and percentage receiving institutional grant aid. After the weighting 

adjustment, no significant bias remained for the variables analyzed for these types of institutions. 

None of the variables showed statistically significant bias either before or after the nonresponse 

adjustment for the private not-for-profit 4-year non-doctorate-granting institutions. 

For the other types of institutions, the percentage of variable categories with significant 

bias decreased after weight adjustments, but was not completely eliminated. For public 4-year 

non-doctorate-granting institutions, variables with statistically significant bias prior to the 

nonresponse adjustment were whether the institution is a historically Black college or institution, 

total undergraduate enrollment, total graduate/first-professional enrollment, male graduate/firstprofessional enrollment, and female graduate/first-professional enrollment; after the nonresponse 

 

11 The variables listed all have 30 or more respondents. 
Appendix B—Technical Notes and Methodology 

 B-20 

adjustment, the bias was reduced for all of the variables but was still statistically significant for 

total graduate/first-professional enrollment and female graduate/first-professional enrollment. 

For private not-for-profit 4-year non-doctorate-granting institutions, OBE region had 

statistically significant bias prior to nonresponse adjustment, but this bias was reduced and was 

no longer statistically significant after nonresponse adjustment; one level of variable for this type 

of institution, the percentage receiving student loan aid, had statistically significant bias after the 

nonresponse adjustment, but was not statistically significant before the adjustment. 

For private for-profit less-than-2-year institutions, the percentage receiving student loan 

and total undergraduate enrollment showed statistically significant biases prior to the 

nonresponse weight adjustment; after the adjustment, bias for the total undergraduate enrollment 

was reduced and no longer significant, but the bias for the percentage receiving student loans 

was still statistically significant. 

In summary, significant bias was reduced for the variables known for most respondents and 

nonrespondents, which are considered to be some of the more analytically important variables 

and are correlated with many of the other variables. Further details of the institution-level bias 

analysis can be found in the 2004 National Postsecondary Student Aid Study (NPSAS:04) FullScale Methodology Report (Cominole et al. 2006). 

Student-Level Bias Analysis 

As mentioned in the sample design section above, a student respondent was defined as any 

sample member who was determined to be eligible for the study and had valid data for a selected 

set of key analytical variables. The BPS:04/06 analysis file contains all eligible sample members. 

Nonrespondents to the BPS:04/06 interview appear on the analysis file with imputed data. 

Of the 18,640 eligible sample students, 14,900 responded, resulting in an unweighted 

response rate of 80 percent and a weighted response rate of 77 percent. Since these rates are less 

than 85 percent, a nonresponse bias analysis was conducted. The nonresponse bias was estimated 

for variables known for most respondents and nonrespondents. Some of these variables were 

known for all sample members, and the remaining were only known for federally aided students. 

These variables are included on the DAS and are listed below. 

For all sample members, variables include 

• type of institution; 

• region; 
Appendix B—Technical Notes and Methodology 

 B-21 

• institution total enrollment; 

• CPS match (yes/no); 

• Pell grant recipient (yes/no); and 

• Stafford loan recipient (yes/no). 

For federally aided students, variables include 

• Pell grant amount; and 

• Stafford loan amount. 

The nonresponse bias was estimated for the above variables, and tested (adjusting for 

multiple comparisons) to determine if the bias was significant at the 5 percent level. This bias 

analysis was conducted for the entire sample and for each of the institutional strata. As shown in 

table B-8 for the entire sample, the bias was significant for many of these variables; almost half 

of the categories had significant bias. However, the relative bias was generally very small; for 7 

of the 18 significant variables the relative bias was less than 5 percent, and for another 5 the 

relative bias was less than 10 percent. This analysis looks at the difference between respondents 

and nonrespondents. However, a separate weight adjustment for unit nonresponse was not made, 

because the data file contains both respondents and nonrespondents (with imputed data). As a 

result, the bias after nonresponse adjustment was not compared or evaluated. Because all of the 

nonrespondents were included in the data file, there was no nonresponse bias for the variables 

listed in table B-8. As noted earlier, the variables used in this analysis were known for almost all 

of the sample members (respondents as well as nonrespondents). Only the Pell amount and 

Stafford amount variables had any missing values. Of the 18,640 eligible students in BPS:04/06, 

the Pell amount variable was missing for 27 students and was imputed during NPSAS:04 for 40 

students. The Stafford amount variable was missing for 27 students and was imputed during 

NPSAS:04 for 87 students. 
B-22 

Table B-8. Comparison of BPS:04/06 respondents and nonrespondents, by characteristics: 2006 Characteristic 

Unweighted 

respondents

Unweighted 

nonrespondents

Respondent 

weighted 

percentage 

Nonrespondent 

weighted 

percentage

Estimated 

bia

Type of institution1

Public, less-than-2-year 420 120 1.27 1.26 0.0035 Public, 2-year 4,830 1,510 41.04 48.98 -1.8090 

Public, 4-year, non-doctorate-granting 1,350 280 9.93 7.50 0.5545 

Public, 4-year, doctorate-granting 2,720 430 18.29 11.68 1.5057 Private not-for-profit, less-than-4 year 400 130 1.06 1.03 0.0065 

Private not-for-profit, 4-year, non-doctorategranting 1,870 260 9.44 5.28 0.9455 Private not-for-profit, 4-year, doctorate-granting 1,480 210 5.83 3.14 0.6119 Private for-profit, less-than-2-year 1,000 460 6.10 9.95 -0.8768 Private for-profit, 2-year-or-more 820 340 7.04 11.18 -0.9418 

Bureau of Economic Analysis Code (OBE) Region 

New England (CT, ME, MA, NH, RI, VT) 980 230 5.16 4.93 0.0524 Mid East (DE, DC, MD, NJ, NY, PA) 2,370 580 14.29 14.24 0.0120 Great Lakes (IL, IN, MI, OH, WI) 2,320 540 16.65 15.22 0.3268 Plains (IA, KS, MN, MO, NE, ND, SD) 1,600 300 7.60 5.90 0.3866 Southwest (AL, AR, FL, GA, KY, LA, MS, NC, 

SC, TN, VA, WV) 3,550 890 23.83 22.41 0.3214 

Southwest (AZ, NM, OK, TX) 1,480 540 11.62 16.64 -1.1433 Rocky Mountains (CO, ID, MT, UT, WY) 530 110 3.90 3.21 0.1568 Far West (AK, CA, HI, NV, OR, WA) 1,830 530 15.51 17.02 -0.3440 Outlying areas (PR) 250 20 1.44 0.43 0.2312 

CPS record available 

Yes 11090 2670 68.57 65.06 0.7991 No 3810 1070 31.43 34.94 -0.7991 

Applied for federal aid 

Yes 11,800 2,890 73.56 71.15 0.5479 No 3,100 850 26.44 28.64 -0.5010 Unknown # # # 0.21 -0.0468 

See notes at end of table. 
B-23 

Table B-8. Comparison of BPS:04/06 respondents and nonrespondents, by characteristics: 2006—Continued Characteristic 

Unweighted 

respondents

Unweighted 

nonrespondents

Respondent 

weighted 

percentage 

Nonrespondent 

weighted 

percentage

Estimated 

bia

Pell grant status 

Received 5,490 1,630 33.76 38.99 -1.1903 Did not receive 9,410 2,110 66.19 60.96 1.1899 

Unknown 10 # 0.05 0.04 0.0004 

Total Pell amount received in dollars 

$0–1,550 10,770 2,570 75.18 72.85 0.5296 

$1,551–2,700 1,480 470 8.80 10.21 -0.3213 

$2,701 or more 2,650 710 16.03 16.94 -0.2083 

Stafford Loan status 

Received 6,040 1,510 35.51 35.06 0.1043 

Did not receive 8,860 2,230 64.45 64.92 -0.1074 Unknown 10 10 0.04 0.03 0.003

Total Stafford amount received in dollars 

$0–2,625 13,120 3,070 88.68 83.26 1.2348 $2,626–4,125 410 170 3.32 5.52 -0.5018 

$4,126 or more 1,380 500 8.00 11.22 -0.7330 

Institution undergraduate enrollment 

0–1,827 3,540 1,090 19.75 23.48 -0.8473 1,828–6,694 3,800 840 23.18 20.67 0.5712 

6,695–16,556 3,710 920 27.10 27.59 -0.1113 

16,557 or more 3,770 850 29.61 27.54 0.4727 Unknown 90 40 0.35 0.73 -0.0852 

# Rounds to zero. 1 Type of institution is based on data from the sampling frame, which was formed from the 2000–01 and 2001–02 Integrated Postsecondary Education 

NOTE: Detail may not sum to totals because of rounding. CPS = central processing system. SOURCE: U.S. Department of Education, National Center for Education Statistics, 2004/06 Beginning Postsecondary Students Longitudinal Study (B
Appendix B—Technical Notes and Methodology 

 B-24 

Table B-9 summarizes the bias analysis for each institution type. For the total BPS:04 

cohort, approximately 45 percent of the variables examined in table B-9 had statistically 

significant bias, but the mean and median relative bias was low: less than 3 percent. The 

percentage of variables with statistically significant bias varied from 0 to 22 percent, by type of 

institution. The public less-than-2-year institutions and public 4-year doctorate-granting 

institutions had the largest percentage of variables with significant bias due to student 

nonresponse; however, the mean relative bias was less than 5 percent for these categories. As 

noted earlier, all respondents and nonrespondents are included on the BPS:04/06 data file, which 

eliminates bias due to student nonresponse. 

Table B-9. Summary of student nonresponse bias for all students, by type of institution: 2006 

Type of institution1

Mean estimated 

percent relative bias

Median estimated 

percent relative bias 

Percent 

significant bias

Total -2.65 0.46 45.00 

Public, less-than-2-year -3.59 0.00 21.43 

Public, 2-year -3.02 0.00 0.00 

Public, 4-year, non-doctorate-granting -8.78 -0.02 6.67 

Public, 4-year, doctorate-granting -4.52 -0.30 20.69 

Private not-for-profit, less-than-4 year -8.27 -1.41 0.00 

Private not-for-profit, 4-year, non-doctorategranting -12.51 0.16 6.25 

Private not-for-profit, 4-year, doctorategranting -0.78 0.00 3.33 

Private for-profit, less-than-2-year -0.50 0.15 3.45 

Private for-profit, 2-year-or-more -6.96 0.20 0.00 

1

 Type of institution is based on data from the sampling frame, which was formed from the 2000–01 and 2001–02 Integrated 

Postsecondary Education Data System (IPEDS). 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2004/06 Beginning Postsecondary Students 

Longitudinal Study (BPS:04/06). 

Item-Level Bias Analysis 

Another analysis examined the items with response rates less than 85 percent among 

respondents. Item response rates (RRI) are calculated as the ratio of the number of respondents 

for whom an in-scope response was obtained (I

x

 for item x) to the number of respondents who 

are asked to answer that item. The number asked to answer an item is the number of unit-level 

respondents (I) minus the number of respondents with a valid skip item for item x (Vx

). When an 

abbreviated questionnaire is used to convert refusals, the eliminated questions are treated as item 

nonresponse (U.S. Department of Education 2003). 

RRIx

 = Ix / (I – Vx) 
Appendix B—Technical Notes and Methodology 

B-25 

A student is defined to be an item respondent for an analytic variable if that student has 

data for that variable from any source, including logical edits. 

Table B-10 shows the weighted item nonresponse rates for all items presented in the 

Descriptive Report with weighted item nonresponse rates greater than 15 percent. A more 

detailed bias analysis of items in the BPS:04/06 interview was conducted for the 2004/06 

Beginning Postsecondary Students Longitudinal Study (BPS:04/06) Methodology Report 

(Cominole et al. 2007) (hereinafter referred to as BPS:04/06 Methodology Report). For 

additional information on item nonresponse and bias analysis refer to the BPS:04/06 

Methodology Report. 

Table B-10. Item-level nonresponse for variables included in the Descriptive Report with greater than 15 

percent item nonresponse: 2006 

Variable Variable label 

Weighted percent 

nonresponse

Number of cases eligible 

to respond to item

CINCMP06 Ever received an incomplete 2006 16.0 12,810 

CRPT06 Ever repeat course for higher grade 2006 15.7 12,810 

HCGPAREP Grade point average in high school 41.5 12,410 

JOBCAR06 Job 2006: related to career goals 16.1 2,910 

JOBFST06 Job 2006: first job after leaving school 15.8 2,910 

JOBRCT06 Job 2006: required certificate 17.5 2,910 

JOBRLC06 Job 2006: required license 17.5 2,910 

JOBRLM06 Job 2006: related to major 36.2 2,590 

JOBSIM06 Job 2006: same or similar job while enrolled 16.0 2,910 

JOBTRN06 Job 2006: attained through training 16.1 2,910 

RLV04A1

 Reason left 2004: academic problems 92.5 2,090 

RLV04B1

 Reason left 2004: scheduling problems 92.5 2,090 

RLV04C1

 Reason left 2004: not satisfied 92.5 2,090 

RLV04D1

 Reason left 2004: financial reasons 92.5 2,090 

RLV04E1

 Reason left 2004: family responsibilities 92.5 2,090 

RLV04F1

 Reason left 2004: personal reasons 92.5 2,090 

RLV04G1

 Reason left 2004: finished classes 92.5 2,090 

RLV04X1

 Reason left 2004: other reasons 92.5 2,090 

RTR04A1

 Transfer reason 2004: academic problems 35.2 6,230 

RTR04B1

 Transfer reason 2004: scheduling problems 35.2 6,230 

RTR04C1

 Transfer reason 2004: not satisfied 35.2 6,230 

RTR04D1

 Transfer reason 2004: financial reasons 35.2 6,230 

RTR04E1

 Transfer reason 2004: family responsibilities 35.2 6,230 

RTR04F1

 Transfer reason 2004: personal reasons 35.2 6,230 

RTR04G1

 Transfer reason 2004: finished classes 35.2 6,230 

RTR04J1

 Transfer reason 2004: pursue bachelor's degree 35.2 6,230 

RTR04X1

 Transfer reason 2004: other reason 35.2 6,230 1 This item was collected during the base-year study (NPSAS:04). 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2004/06 Beginning Postsecondary Students 

Longitudinal Study (BPS:04/06) and 2004 National Postsecondary Student Aid Study (NPSAS:04). 
Appendix B—Technical Notes and Methodology 

 B-26 

A byproduct of the imputation (described in the imputation section of this appendix) is the 

reduction or elimination of item-level nonresponse bias. Imputation reduces or eliminates 

nonresponse bias by replacing missing data with statistically reasonable values. Missing data and 

the associated nonresponse bias for variables such as other grants, dependent student income, 

and independent student income are usually non-ignorable (i.e., the respondents’ distribution 

patterns differ from those in the full population). Therefore, replacing missing data with 

reasonable values produces imputed sample distributions that resemble full population 

distributions, thus reducing, if not eliminating, nonresponse bias. The use of carefully 

constructed imputation classes, donor-imputee matching criteria, and random hot-deck searches 

within imputation cells are all designed to ensure that imputed data are reasonable and that the 

nonresponse bias is ignorable within the imputation classes. The effectiveness of imputation 

implemented to reduce item nonresponse bias was presented in the BPS:04/06 Methodology 

Report.

Standard Errors 

To facilitate computation of standard errors for both linear and nonlinear statistics, a vector 

of bootstrap sample weights was added to the analysis file. These weights are zero for units not 

selected in a particular bootstrap sample; weights for other units are inflated for the bootstrap 

subsampling. The initial analytic weights for the complete sample are also included for the 

purposes of computing the desired estimates. The vector of replicate weights allows for 

computing additional estimates for the sole purpose of estimating a variance. Assuming B sets of 

replicate weights, the variance of any estimate, θ

ˆ, can be estimated by replicating the estimation 

procedure for each replicate and computing a simple variance of the replicate estimates (i.e., 

B

Var

B

b

b

2

1

)ˆˆ (

)ˆ (

θθ

θ

−

=

∑−

•

where • θ b

ˆ is the estimate based on the b-th replicate weight [where b = 1 to the number of 

replicates] and B is the total number of sets of replicate weights. A total of B = 200 replicates are 

used for BPS:04/06. Once the replicate weights are provided, this estimate can be produced by 

most survey software packages (e.g., SUDAAN). 

The replicate weights were produced using a methodology and computer software 

developed by Kaufman (2004). This methodology allows for finite population correction factors 

at two stages of sampling. The NPSAS and BPS:04/06 application of the method incorporated 

the finite population correction factor at the first stage only where sampling fractions were 
Appendix B—Technical Notes and Methodology 

B-27 

generally high. At the second stage, where the sampling fraction was generally low, the finite 

population correction factor was set to 1.00. 

Cautions for Analysts 

Sources of Error 

The estimates in this report are subject to sampling and nonsampling errors. Nonsampling 

errors are due to a number of sources, including but not limited to nonresponse, coding and data 

entry errors, misspecification of composite variables, and inaccurate imputations. In a study like 

BPS:04/06, there are multiple sources of data for some variables (CPS, CADE, Student 

Interview, etc.) and reporting differences can occur in each. Data swapping and other forms of 

perturbation, implemented to protect respondent confidentiality, can also lead to inconsistencies. 

Sampling errors exist in all sample-based datasets, including BPS:04/06. Estimates 

calculated from a sample will differ from estimates calculated from other samples even if all the 

samples used the same sample design and methods. 

The standard error is a measure of the precision of the estimate. In this tabulation, each 

estimate’s standard error was calculated using bootstrap replication procedures and can be 

produced using the BPS DAS software. Standard errors for table 1.3 are presented in table B-11. 

Table B-11. Standard errors for table 1.3: Percentage distribution of beginning postsecondary students’ 

degree plans at their first institution, by student and institutional characteristics: 2003–04 

Student and institutional characteristics None Certificate Associate’s degree Bachelor’s degree

Total 0.63 0.43 0.79 0.69 

Type of first institution 

4-year 

Public 0.45 0.22 0.80 1.01 

Private not-for-profit 0.51 0.36 1.85 2.03 

Private for-profit 0.34 1.01 8.31 8.59 

2-year 

Public 1.30 0.59 1.55 1.08 

Private not-for-profit 2.31 4.71 5.66 4.22 

Private for-profit 1.37 6.89 8.15 1.46 

See notes at end of table. 
Appendix B—Technical Notes and Methodology 

 B-28 

Table B-11. Standard errors for table 1.3: Percentage distribution of beginning postsecondary students’ 

degree plans at their first institution, by student and institutional characteristics: 2003–04—

Continued 

Student and institutional characteristics None Certificate Associate’s degree Bachelor’s degree

Less-than-2-year 

Public 0.32 2.22 2.17 0.46 

Private for-profit 0.32 0.91 0.84 0.30 

Level of first institution 

4-year 0.33 0.19 1.33 1.34 

2-year 1.22 0.83 1.59 0.98 

Less-than-2-year 0.26 0.84 0.79 0.27 

Control of first institution 

Public 0.85 0.37 0.92 0.85 

Private not-for-profit 0.50 0.46 1.77 1.90 

Private for-profit 0.47 2.37 3.04 2.02 

Enrollment intensity through 2006 

Always full-time 0.45 0.60 0.98 0.80 

Mixed 0.96 0.63 1.22 1.06 

Always part-time 2.07 1.04 2.04 0.91 

Gender 

Male 0.85 0.71 1.37 0.97 

Female 0.63 0.56 0.89 0.93 

Age first year enrolled 

18 years or younger 0.69 0.37 1.22 0.99 

19 years 0.90 0.55 1.24 1.21 

20–23 years 1.12 1.45 2.11 1.56 

24–29 years 1.32 1.69 2.56 1.45 

30 or older 1.66 1.39 2.05 1.28 

Race/ethnicity 

White 0.82 0.56 1.16 1.07 

Black 0.65 1.29 2.24 2.25 

Hispanic 1.31 1.49 1.74 1.53 

Asian/Pacific Islander 2.03 1.24 3.06 2.68 

American Indian 3.26 4.32 9.33 6.25 

Multiple races/other 1.65 1.62 3.28 2.57 

Dependency status first year 

Dependent 0.64 0.34 0.94 0.80 

Independent 0.97 0.97 1.44 0.91 

Unmarried, no dependents 1.36 1.52 2.56 1.91 

Single parent 1.29 1.71 2.24 1.22 

Married 1.75 1.33 2.05 1.32 

See notes at end of table. 
Appendix B—Technical Notes and Methodology 

B-29 

Table B-11. Standard errors for table 1.3: Percentage distribution of beginning postsecondary students’ 

degree plans at their first institution, by student and institutional characteristics: 2003–04—

Continued 

Student and institutional characteristics None Certificate Associate’s degree Bachelor’s degree

Highest education of parents 

High school or less 0.88 0.83 1.19 0.98 

Some postsecondary 0.81 0.73 1.54 1.21 

Bachelor’s degree or higher 0.76 0.40 0.92 0.96 

Dependent student family income 

Less than $32,000 0.69 0.93 1.27 1.21 

$32,000–59,999 0.92 0.56 1.34 1.32 

$60,000–91,999 1.02 0.51 1.98 1.66 

$92,000 or more 0.94 0.53 1.12 1.28 

Admissions test taken (ACT/SAT) 

Did not take tests 1.29 1.37 1.66 1.18 

Took tests 0.56 0.29 0.95 0.84 

Admissions test scores (ACT/SAT) 

Lowest 0.86 0.77 1.73 1.71 

Low middle 1.01 0.46 1.66 1.58 

High middle 0.95 0.41 2.06 1.79 

Highest 0.61 0.41 0.95 1.06 

Highest level of high school mathematics 

Below Algebra II 1.37 1.01 1.93 1.40 

Algebra II 0.94 0.77 1.61 1.25 

Trigonometry 0.75 0.69 1.34 1.33 

Pre-calculus 0.83 0.47 1.22 1.34 

Calculus 0.70 0.44 1.04 1.16 

Federal Pell Grant received in first year 

Dependent Pell Grant recipients 0.50 0.82 1.23 1.11 

Independent Pell Grant recipients 0.66 1.65 2.16 1.27 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students 

Longitudinal Study, First Follow-up (BPS:04/06). 

Comparing BPS:04/06 Estimates to Prior BPS Estimates 

Comparison of results with prior rounds of BPS requires compensation for three changes in 

the design of the base-year NPSAS survey over time and also for a change in how 

nonrespondents are handled in the BPS:04/06 data file. 

First, prior to NPSAS:04, institutions that only offered correspondence courses were not 

eligible for the NPSAS. NPSAS:04 included such institutions if they were eligible to distribute 

Title IV student aid. 
Appendix B—Technical Notes and Methodology 

 B-30 

Second, for NPSAS:2000, the survey was restricted for the first time to institutions 

participating in Title IV student aid programs. According to the DAS for NPSAS:96, only about 

1 percent of the sampled undergraduates were attending an institution not eligible to participate 

in Title IV aid programs. When students attending non-Title IV-eligible institutions were 

excluded from the NPSAS:96 sample, the percentage of undergraduates who received financial 

aid increased by less than 1 percent. This small change primarily affects comparisons of students 

enrolled in less-than-2-year and private for-profit institutions. When using the DAS from prior 

BPS studies for comparison to the BPS:04 cohort, analysts may want to filter cases in the prior 

studies (BPS:90 cohort, BPS:96 cohort) based on the variable that identifies whether the student 

was sampled from an institution that was eligible to participate in Title IV aid programs 

(T4ELIG). 

Finally, a design change in the NPSAS was made, beginning with NPSAS:90, to improve 

full-year estimates. NPSAS:90 sampled students were enrolled at four discrete points in time: 

summer (August), fall (October), winter (February), and spring (June). Since implementation of 

NPSAS in 1993, institutions have been asked to provide one list that represents students enrolled 

at any time during the respective financial aid award year. In NPSAS:90, those students who 

were initially sampled in the fall could have been enrolled for the full academic year. 

The BPS:04/06 also differs from prior rounds of BPS in that the BPS:04/06 dataset 

contains data items and a positive analysis weight for all sample members who were determined 

to be eligible; this includes nonrespondents as well as respondents to the BPS:04/06 data 

collection. Nonrespondents to the interview appear on the data file with imputed data for all 

variables. In previous rounds of BPS, the nonrespondents appeared on the file but did not have 

data items and had a value of zero for the analysis weight. 

Additional Notes on the Accuracy of Estimates 

RTI conducted a bias analysis to determine if any variables were significantly biased due to 

institutional- and student-level nonresponse. Several variables were found to have significant 

bias before weighting. The weighting procedures appear to have reduced the amount of 

significant bias for these variables. Additional information on the nonresponse bias analysis and 

weighting procedures can be found in the quality of estimates and weighting sections of this 

appendix. 
Appendix B—Technical Notes and Methodology 

B-31 

Data Analysis System 

The estimates presented in the report were produced using the BPS:04/06 Data Analysis 

System (DAS), a web-based software application that enables users to generate tables for most of 

the postsecondary surveys conducted by NCES. The DAS produces the design-adjusted standard 

errors necessary for testing the statistical significance of differences in the estimates. The DAS 

also contains a detailed description of how each variable was created, and includes question 

wording for items coming directly from an interview. 

With the DAS, users can replicate or expand upon the tables presented in this report. The 

output from the DAS includes the table estimates (e.g., percentages or means), the proper 

standard errors,12 and weighted sample sizes for the estimates. If the number of valid cases is too 

small to produce a reliable estimate (fewer than 30 cases), the DAS prints the message “low-N” 

instead of the estimate. 

In addition to tables, DAS users may conduct covariance analyses, either with Weighted 

Least Squares or Logistic regressions. Many options are available for output with the regression 

results. For example, a Winsor filter can be used to eliminate cases with extreme values by 

deleting a certain percentage of cases from the top and bottom of the range. For a description of 

all the options available, users should access the DAS website: http://nces.ed.gov/dasolv2. If 

users are new to the DAS, the DAS Help Center provides online tutorials offering step-by-step 

instructions in how to use all the functions of the DAS: http://nces.ed.gov/dasol/help. 

The DAS can be accessed electronically at http://nces.ed.gov/. For more information, 

contact: 

Aurora D’Amico 

Postsecondary Studies Division 

National Center for Education Statistics 

1990 K Street NW 

Washington, DC 20006-5652 

(202) 502–7334 

Aurora.D’Amico@ed.gov

 

12 The BPS samples are not simple random samples; therefore, simple random sample techniques for estimating sampling error 

cannot be applied to these data. The DAS takes into account the complexity of the sampling procedures and calculates standard 

errors appropriate for such samples. The method for computing sampling errors used by the DAS involves approximating the 

estimator by replication of the sampled population. The procedure used is a bootstrap technique. 
Appendix B—Technical Notes and Methodology 

 B-32 

Statistical Procedures 

Differences Between Means 

The descriptive comparisons were tested in this Descriptive Report using students’ t

statistic. Differences between estimates are tested against the probability of a Type I error,13 or 

significance level. The significance levels were determined by calculating the student’s t values 

for the differences between each pair of means or proportions and comparing these with 

published tables of significance levels for two-tailed hypothesis testing (p < .05). 

Students’ t values may be computed to test the difference between estimates with the 

following formula: 

2

2

2

21

)()( 1 sese

EE

t

+

− = (1)

where E1 and E2 are the estimates to be compared and se1 and se2 are their corresponding 

standard errors. This formula is valid only for independent estimates. When estimates are not 

independent, a covariance term must be added to the formula: 

21

2

2

2

21

)(2)()( 1 sesersese

EE

−+

− (2)

where r is the correlation between the two variables.14 The denominator in this formula will be at 

its maximum when the two estimates are perfectly negatively correlated, that is, when r = –1. 

This means that a conservative dependent test may be conducted by using –1 for the correlation 

in this formula as follows: 

21

2

2

2

21

2)()( 1 sesesese

EE

t

++

− = (3)

The estimates and standard errors are obtained from the DAS. If the comparison is between 

the mean of a subgroup and the mean of the total group, the following formula is used: 

2 2 2

sub tot 2 sub

sub tot

sepsese

EE

−+

− (4)

 

13 A Type I error occurs when one concludes that a difference observed in a sample reflects a true difference in the population 

from which the sample was drawn, when no such difference is present. 

14 U.S. Department of Education, National Center for Education Statistics, A Note from the Chief Statistician, no. 2, 1993. 
Appendix B—Technical Notes and Methodology 

B-33 

where p is the proportion of the total group contained in the subgroup.15 The estimates, standard 

errors, and correlations can all be obtained from the DAS. 

There are hazards in reporting statistical tests for each comparison. First, comparisons 

based on large t statistics may appear to merit special attention. This can be misleading since the 

magnitude of the t statistic is related not only to the observed differences in means or percentages 

but also to the number of respondents in the specific categories used for comparison. Hence, a 

small difference compared across a large number of respondents would produce a large t

statistic. 

A second hazard in reporting statistical tests is the possibility that one can report a “false 

positive” or Type I error. In the case of a t statistic, this false positive would result when a 

difference measured with a particular sample showed a statistically significant difference when 

there is no difference in the underlying population. Statistical tests are designed to control this 

type of error, denoted by alpha. The alpha level of .05 selected for findings in this Descriptive 

Report indicates that a difference of a certain magnitude or larger would be produced no more 

than 1 time out of 20 when there was no actual difference in the quantities in the underlying 

population. When we test hypotheses that show t values at the .05 level or smaller, we treat this 

finding as rejecting the null hypothesis that there is no difference between the two quantities. 

 

15 Ibid.