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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Facilitating Student Success :/
Reminder of title:	Effective Institutional Practices for Pell Grant Recipients at Selected Universities.
Author:	Voss-Ward, Carol.
Description:	1 online resource (105 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Educational administration. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (105 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355983517Subjects--Topical Terms:

1148465
Educational administration.
Index Terms--Genre/Form:

554714
Electronic books.

Facilitating Student Success : = Effective Institutional Practices for Pell Grant Recipients at Selected Universities.
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500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: Karen A. Card.
502 $a Thesis (Ed.D.)--University of South Dakota, 2018.
504 $a Includes bibliographical references
520 $a 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.
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational administration. $3 1148465
650 4 $a Educational leadership. $3 585508
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