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Facilitating Student Success: Effect...

Voss-Ward, Carol.

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Facilitating Student Success: Effective Institutional Practices for Pell Grant Recipients at Selected Universities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Facilitating Student Success: Effective Institutional Practices for Pell Grant Recipients at Selected Universities./
作者:	Voss-Ward, Carol.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	105 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10824548
ISBN:	9780355983517

Facilitating Student Success: Effective Institutional Practices for Pell Grant Recipients at Selected Universities.
Voss-Ward, Carol.

Facilitating Student Success: Effective Institutional Practices for Pell Grant Recipients at Selected Universities. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 105 p.

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--University of South Dakota, 2018.

In 2015, The Education Trust released "The Pell Partnership: Ensuring a Shared Responsibility for Low-Income Student Success." This analysis of over 1,000 public and private institutions revealed that while Pell grant recipients graduate at rates averaging 14 percentage points lower than non-Pell eligible students, many institutions do very well in serving this demographic. In fact, some institutions graduate Pell recipients at rates equal to or higher than their non-Pell grant-eligible peers.

ISBN: 9780355983517Subjects--Topical Terms:

2122799
Educational administration.

Facilitating Student Success: Effective Institutional Practices for Pell Grant Recipients at Selected Universities.
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520 $a There is limited research, however, on how institutions create an environment that facilitates this type of student success for low-income students. Therefore, the purpose of this study is to determine institutional variables that contribute to small or nonexistent gaps in graduation rates between Pell and non-Pell students. Using a comparative case study methodology, I conducted research at three selected institutions ranked at the top of their institutional peer groups for graduating Pell recipients. I found that each institution had made a commitment to student success for all students. This included demonstrations of commitment to student success by executive level leadership, institutional initiatives, and intentional collaboration among offices. I also found that both financial aid directors and student government associations act as important advocates for student success.
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