ERIC EJ965792: Institutional Grants: Investing in Student Retention and Graduation

2005·0.78 MB·English

by  ERIC

Institutional Grants: Investing in Student
Retention and Graduation

By Ania, Canwamer-Topf ant Jatin H, Seah

CRisiSaccoon— Klndenffeanc etd sca es enaon angen tts
Tivton ua af this rolationshn over @ 20-year pind and epaminas Wifes

Sienna ettnctipond ery ranean tn generat expenatures fv Distadirnal grate

oie cades hom ate pastel contribute fo retention ara gratuatins sees sree

* teigh selectivity tnutitutions, where instintional grants did not sig-
‘nearly contribu ta retension act graduation race

of Ue mut ileal shationges facing prospective ana

current college slislents fa how co accumulate sufficien*

resourcee to pay for their pastzecondaxy education. Pri-
sreinsluiticrs tere veepurated i le problem, prt, throug
lutive recuc‘ion: (Uiscountiag) programs (Reée, 2000; Devi,
2003}, State and federal governments have inated loan pre
{grams [eller 20H] an speedo ilividusliaed eecings programs
TIP ge MePhrsyn, 2004) liwre been facilitated through eaamges
to tie federal tas code, Valten togeter, these iaitstves have, to
same ammert, relied mang siden axl ein parents has
Inga eager holy the Ineveseinn asoty of bagher educate, The
‘consequence is thst more shan m¥o-taieda of fall ane ander
eduate etadents ceceive fnane’al aid “Tam the faim ower
ment, the atacoa, end Uhcir inetinations (Anverican Coun
ducation, 2004}. But in spite of there oftorts, studenss ‘0m
fow-income families pay a greater percantage of eit Ineo
‘eo taitin than da studon’s fram high-income ane IM, Win
san, & Boye, 20044

Perhaps because the sasr of higher ehacarenssvs iy
roses! al Ges yrewter Une the consumer price inéex (Chey,
20041, the publie continues to anrtin:ne ey hw Tivicia
fteisiona of inatinatianal leaders (Sieger, Cunningham,
Ievisolis, & ODrien, 1999), A leaet wo msrabers a2 Cangrent
hhave charaesrsized che simaton aa a eos ovis a raven 2
port Coeimier & Mekeur, JOO, lapreasingly. instintiona ace
‘Doing presaurcd to demonstrate that thay are using resources
effectienly {Alaxanwtes, HM. Mest yourreieniua Ge, Uae 9a
portion of students ha continue their second year of
onteccaadary edvearian at he sae iusiilion where the
compleled ther first yearl and. siz-year Rradustion cates ave
measures commonly sed tp demerinine instal esfeeive
nes (Burke, 1298),

‘A sigoitcant amourr af rome the Tien conduct lo
decermine actors that ead te abadent retention and prada

ASFA QOURKAL CF STUNT FLAANGIAL 49 5

rs
‘Theoretical
Framework

However, msl o*thaae studios Fas oa sands ates such
a anclerus and vocial elie, feelivation, a Pie aiteaen
(Tino, 1993), Rewer atad'es bnvr axuriined iow instihstional
Sliribules, sued ae organizational einige end clare, ate Te
Jated 1 retention and pesdation sues.

This stud i designed ie explore how & portienlar o<ga-
‘ieabjoaad behawiar—dedinstny lll oma] seam es le Land
firancvl uid prance to smidents- adlecta graduating aad eter
Ter ales a. prvats, nanpratt Lnguulaurears inst-nitons oF
igi education. Ieexemini the rcudonsiin Rerwcn fastiba
anal wspwnuttures related to institutional gras ive y student
narvietsie] andretention and yislusiom rates atpetiate Bae
caluureate Colegos - Lihoral Art ul Bneealaurrate Couenes —
‘General Umeetcler Baccalaureave Liberal Arts amd Genser.) as
fina’ by tke Carnegie Classitiensiun wyaceen Carnegie Kove
dation, 2093)

he anulyucs weve par: of a more comprehensive inves
tigation. hat exacrined “ace instinvinrad expenditares fee fae
struction, xealeric upper, eden: grevioes. ination se
port, snd insiilcticral graats elated to retention and glu
fon. Homer, “val reseurch projec: revealed julereating rests
vocefically acriuiciny to inctitatianal pra, whieh ate high=
ligated fa thi rept

hoe ata4y Td “vc youls: to undeceta el Lye relations
hretweon expenditures for masnctianal gran uid retention and
ieuulyation rator éuriny e Meyer pesid (5992 2092), and cm
exucmne the fnflucney of insituional selecth:y ux the rela.
orghip between ineliluionul expencivarce ai granis end Te
Iotion and arodarian raves Expendiares ware viewed from
oo perupecrives

1 Hos the supeniso! maney apcit pte siuslent on in
siluLionsd grams relevera a: nler: penton ane aduation razes
al private Haccsleureate L bara Arcs and General alleges and

2, Haw the pemencagen ai uy isutiona? expenditures
Hevuled fo inatinational gay relate lo Stade rete toe HE
fraduotion ratce at private Euculuureute Liseral Ais aad Gen.
el colleges and witiersiren

‘This study examines how urgunizational dchavior meht adie
sluclels" persistence “p goveluntvn, Barger (1997) recogsized
ial “few sradicn exanvice uw Cacets af organ-7al ona beharor
affect undergraduste siudenls” fa 4} He later aided, “esearch
‘oeasing on the ‘mpact at wullege on atudcnts generally ignores
iyenizal-onel behavior a8 source of inferno” (Hetzer, JODO,
p78

“The most annus Uceorjeexelaced t9eviention hare fo-
bused on saideni’ experiences mer they are enzolled i. cal
luge. 8 foundationnt theory of this Ispe is ‘Tinto's 1993}
ncecactionalist tbewry oF student Aepavturs, Tinto’ theory et
laine the selationsiip benwen 2 atusenr and Joy uer en
Fommenr snd is imparran after perslstaten, Tale proposed

that tae move studeats lotesacl with Uieir adele ane coe:
environments, the moce likely they ate i persist, Tule sao
ascertained that <cndrars’ pesreploss of Tarr acceptance end
Jovolvemnant a choir ericiannaeal were juss nlluentel wo tei

‘eotual involvement

Bezgor and Beaxton (1998) dburatel uous (2993)
interactioanlisttheary of etadcul Jejsirlure by proposnag thee
forganiga‘ional charactoriaticewithia iratitolians wy cubano?
fr detract eas 9 ataden="alyiy 16 got lesolve thus affecting
elention and gradustion. Brix and Taton exaained a
‘dent buclround ekerscteriatien instnstiona’ sane, of
ganizatioaal ctaisucra, and sorvalin-epratlon, anal the iupace
fof theac vecisbiee or suudcet persistance. The aulhors found
lui sue orgenizatione) attzutee had direct afenia eat
dent autisacsior ard indivectcffnats or amas tel tu per=
fist, hoth of which can inlaence atudew. po stsasioe

Abhough Tinto's theary vicwo renmrtan fram che fel
vidual stuslene pesepectve, ke acknentledgpal Pie eypor tara of
shilyieg organlenticna, beaawia: becasue it“nsceswacily ¢ypacl
(6) on Lae sitistarton of al menbere wishin the organization,
luslents us well uo Sculty and stat (Tintn, 7993, 5. a3!
Traxton, Soliton, enc velinson (1097) reizecacee shis| bale,
shosing that amgewtee Eure 3eluvor 3s en imeportapt way ca <i
ania nln dulegralion te bis 0: her instinution: “ve ci
‘Gremmantal perspective, and spenitioally the ecosoraic ad 0:
genizat ona’ cane’ricly, vests ly eller lhe greaseas poceatisl
foc fatace integrative efforts” fp. 135)

Examining teteation andl gchtion antes though o
ganizationa! behevin’ cancriiviis agnicanl pieces Wo the ett
ddentdenerture prsetn Fenster, 2002) Lenger's (1597) research
ba the relatonehip aetineen arganieancmal hehewcor snd otra
conity acrvice and bnmaniatic sebics vei Ws ungeiae
oaal hshavinr ita eiitioal rarsnaarc iz whi. lo study ata
dent outsorses. Subsequent, Herger (OUT “ik! seated,” ABS
lrgarizatione! parapactive fs ar appropeiate‘rausconnk ex gain
ing ureful insights inrn fine undergrulurde celentioa eam be
improved on college ad university cat niste” Ip 3

Twtitutional Ioetitations eignifcanty vary ie Uhe seman of ane, $36 pet-
Grants tcras ix whieh they allacate manney. In 9 shoo of 268 inatisa
tions, Bowen {{98)) selina difersaces in ius ivulienel e
penditaree and fou Mua iibutenss vamed widely ea oor they
sllcated their esetarces. ven imststitions that were suri i
five and mvcsivs parte eel cierences in their reacrarce al-
‘peation partsrs.
NCES [206283 hea enitected Ionginrclinal data om eon
sional and geneva! expend nares ‘oe iste 00 higher edi-
cation, iiceh neater it won lo olenve cenuls m1 wititutional
A surseaeiial
amount of researc’
‘hess corcated heat
‘saclorts wath higher
edimissions tet
‘seores and high
sofwel GPAs are
tare tiny to
persist in college
‘than students teith
lower test scores or
high schoo! GPAs

expentiures. Since 1980, “he pe-onsnyes uf espenditus de
Vvoled tothe various subgrours fiction, acazemie suppor,
Fo j have changed [NCES, 20024, Poriustunce, in 19RD, 92.4%
olan instituten’s cCueatinnal aa] gerinnal expenditures were
slevoted te inseraction. Ry 1996, the vercemtage epent an in
sauction drapped to 90.4%. Ia the same simetrame, the p=
centage of expendinnren cesated fy waurlenio aupport increased
froma 6.75910 7.05%, althnup Macy espercditares decane (2.7%,
to 2.388), However, the quovl signa change fo experiance
‘wes in inetimational gran. Fro TBD lo 1095, the aercent
ages devoted ta inatiurianal grants alzst doubled, from 3.9%
to 849% (NCES, 2002s), Crntingliam, Wellman, Clinedinat. &
‘Merisors [2O01} ara'yned instil neat eapecituces az all clk
Inges ond mniveratios tran 1985-89 ly 2995-96 and found that
‘mptitaional erance were one of Ue fuse groming expense
calegories

‘Asigrsheunt amouat afvescace: has ils! els:
len. Enancial aid conte’aates ta relention (St. Jalan, Cebrete,
‘Mars, # Aoher, 2000}. Other studies have compaved sifleeal
igpee of inencil aid and found that inettutional graf more
Aigoificantiy allel sslenlioa Iban insne (Asin, 1093; Porno,
1408

Petsntion grad Gndurtion -tnsttusional Selactiity
‘This sindy wna resigned to detornice if tacee iw dilfereave
bermcen bh ghtyseleviive anu lees aeletiveinesitions in rer
ffche tela"ipnship betreen their tascbetional expend’iar fs
francs and theis felenton aud graduation “etes, Inadielivral
Lundergradh:srr advisiuee selecavity, an important dimereian
br tia aridy, ig a cieaaure of the competitiveness af an
inatiution’s admissions policies, whieh are lagely defined bi
ita standards for sludewis' academic ability (Barco, 2000).
Fights seleesin valiluions sequare that inceming, smarts have
Inigher ecorce on stan dandizen college adanissicia tots, euch as
the ACTans Bah ger hgh scat enede point averagee (GPA);
‘and a highar slags rn tian seas selective institutions [Parr
2600). A rubetantia! omonmat of reacarch he coacluded Goat
students wich higher skhnissions test aeores and high schol
GPhe are move: "ikely uw persist im eollege than ataders wih
lower test serves or high schon! GPs. In a campretersive vlad
oF 8,000 aradenta, Astin, Sur, é Greed [987] fond Thar SxT
scores and high audio! GPA were correlated wh retention Atyé
sraduation rater. Leite, Noel, aid Richter 1999} exucine Use
Sationship bev Lue average SAT and ACT acres nc

ing air ts. iusttutions and retention and pradwaLion raves
‘Thay find a direct re ationstup actmeen average SAT exures
and vetrntler und yeadusleon ratee simier ra the staien uted
fartiar. The higher *he compesite SAT scarey of (he incoming
late the higher the imatieton’s retention und eruduation aes
(Lees, etal, 1999). Sete a others excmirecion of Tae eee

VOL, 28, 0. 5, 2008
Purpose of the
Study

Method

sure of average fnetitutional SATPACT composite sonics a smi
Jar ta measures af inatiiutionel ecisctieity because inetieational
selectvin i highly co:relaved with SAT/ACT composite scores.

The reautls of tear stadice highlight the relationship
nenwcer seudeats’ scadcinie ability and retention aad gradus-
‘Een rater, Inettuciona that nro] atadents with high weadeinie
bility have high vetencion eng gradustin rates. Becenise insti-
tutional eciectivity primary rales oa msazurce of academic
bib it cam be eamumen that an inattation with a high eeiee-
‘Evy casing wil enpalletsdents with high academic ability. who.
4c, in Sara, raore likely to pevaist toward pradusdion iMaper—
Feller, 2003},

Tle atudy adidccosed two reecesch questions

1. Dit the amount of money an percentage of maney devoted
to tastituconal grants algnficandy predict Erst-year resea~
flor and aiv-year gractustor ratrs.n 1992, 1997, aré 2002?

2, Fortustilntions with dilfering levels of istizatione) select
ly, tl the emount and percentage of instcutionet expendi.
fares forintitutionnl grants predic tiret-yesrretoation and
sis year uravtuslion rales?

spending on festitutionnl grate wna the independent sikile
Torthls story, Wasi Lional yrsels wee dete ae ue “amount,
of rouey smenled lp stuleate fooca rected and unrestricted.
Jnasinunina’ resourees far the purpave of student aid nich 5
cholarstlps ir fellarshps bute hy lly ur eewlwr ei Fe
turn” NCES, 200%, p. 7

study of rstiational axpend:raees alan wast consider
atadene enrollment (stringer, et la, 1995), Far naranen, an ine
tution thet spends SBNO,AND a. gus sad has an cele
non of 820 will pend $1,600 ger saudant nn avaree, whereas
fn institution that apends S5N0,000 an grarts bur hea aren
rollmont of 5,000 will anced § 100 per whident. Ditferanecs in
alloeation amcunee per sudent may ecvaunt far differences in
productivity Bower, 1980). Therecorc, aa Sesinger,c* a. (1995)

Even when anet naive ie limicee wm cde

floral funcuoa, the basis inc ssudenturike must be determined”
ull

oc this ctudy, student write vere defined «4 the total
umber of fulrtime equivalent P13] nadergiaduates er ralled
in eposticd year. FTF fanrara in differenase serene aradenta,
‘who are cnrelied part-time ard full-time [see Stinger, ct al,
1999}, hen the wyear geaduarion ence (ORAM was the de
pendenc varichle, average ‘nstitutenel oxacneitarea an grants
fora aix year tn pele were naloglales. hu non for 20,
average expenditures ware calcniarre. hy frat cavealating the
cxpend'tarca per studeat an sranta fer 1996 z9 2002 anal thea,
tlviding by eit to caleulats average fant cxpentlcure pe> ata
dent

NAGEAS JOURNAL OF STUDENT ARSNGALAL AID ’
Lass affinens
pobensially conde
‘achicee stailan if
na better. outcomes
Gare cht
onentemperts tales
have mont fiwerisied
resources F they
ure able to
detioate these
Uniteclresenrecs
strutegicatty in
arash adfect
vrenention nud
graduation.

Ja addition to exanviiny duc amount of inscintincel
espeadinurss, this sual eleo corsidered le povoontages of =
sovriee al ure alloted ti arils, “ais latter aporusch ie ihe
rian lor ten seasons. Oe, sally examining coats ines not
orice 2 cernplele plctare of rence allacation prcorities ar
Practices, Rar exanrple, if sq inatisunin. inereased is spending
fon giants. trv one year w the: wx! by 2%, tat ievrened ite
‘overal expences by 9%, Cea it worl be devoting a amaller
gercentage of iis resucuos t9 grants, a slight as-enpbms
gras nse islibational pene ty

‘A.cecond reas ‘y esurciae percentage of facrinctional
expenditures 4s Taal ie attemars to level the plagleg, eld be-
‘beeen aff. and Sees sfluent inesttioty said provides mire
indormution ‘chin the letder's conrinl Hower, 128). For ex.
ample, a weallyy institution tha: vin apend 10,2300 per 2h
Sort an greats a: ae. Ue ublity to aseonglst eaore than at
institution that spend 85.000 aer stadent, Base au Tawen's
we nf higher edueacion, iis logy ureely tal less alice
Fnstitudiona wit ever he ahve lo spend 2a muncd per enadent a>
Unir weathyy countesparte, Hoxttver, legs aflicenr inst talions
potensiolly sult achiove sila, at better, oulcames than
Ther eounterserta win have mure Soancial resources i they
‘were able to device thei ncitea sespurces atrategieally it ae"
ee that affeet retention aad yrudition

Sampiey
‘Ararget population sta vivling of 2 private Bagsulauscnte (ib
feral Arts and General iratizactons ax defined by ie 2500
Camogie Classification taxanwiny (2000) wan cheat Zar chis
study. This set inelnded “66 inaction.

‘These institutions were chow fur theer reasons, One,
Raccaleureate Liberst Aris and Ceneral inatitucowy tus On
undergraduate duction, Other pypce of iatinarions, chs ae
Thuveulegocized as Kesearch and Pretend, edacans bn wae
ale zaud undergzadhiote aluiencs ;Garmepic Feundatior, 2002)
Decesae thore ere mudsslantal dseconees belween the easel
‘espevienoes of yraduate and uadergradunie education [SU nse,
Lal. 1999). Bowen (1980) recommender tant reecarchera ds
‘Enguisa bemoan yr-aue and urerg-aduste experclaces,

Second, the relatively amall icollmenta of Paccatue-
ale Liberal Arta ars (tener inethatons ace miore sensitive
{uctaatinne in amident nurabera than Ibe cowncerpas al larger
olor er Research cniversitics. The lose of en it Lew sta
dente can be tralwlgled inn thonisanep of dellare Uf ust rer
fecue thar rmy lel lo megetive erly fur inatisalerad quate
(Levitz, stat, 1900), Consoqnerliy, astitutinnal eaclers at Bsc
‘elsureare Vibeval Srl and General inscitutiony howe a saat
taon aid justiieUle eoneera for ienunuving retention nul grea
lion rares,

YOR. 88, 0,4, 20u5
Aliough private
“Institutions may
‘eowive funding froma
tude governments,
Jn genera thay tend
to hawe more direct
vontrol in
clevermining
Snstlationa.
‘expencinares than
hai preblic
counterparts

“Third, Ble fs eww abst the
sllrcation and exzsendirarce at Baveslourcats Liberal Acts ard
Gener instieuions Many do not have the “aarecl or person
iol resources to invest fa wide-vowe reucereh thet examines
tive relationship henessn resource allcarian and ven“ Tag
Joe de Hay. 1966)

Private radiar then public institurione were the ous of
sigatadyin ar attempt rvinieaize the Inf nonce oF tate Rand
Ing and control, allhouyk: privsteins:izations may seceive Lande
Ing from: atare qrvesroncts, in genetal they fend tn hae eros
direct control in delermining fastitetwnal expenditures hon

tier pubic eouncexparts (Bowen, 19201

nbc inainacinna alan ore race. far merhertologie
und prarticalrecsons. la the recoramencations for research,
‘ising tae Integrated Poscaccondery Echication Daca Syscom
PKS) davahase, researchers at the Vat-ena’ Genrer af Wshea
lor Slatislics suggested dual public and private retfor-preBt
natincrinna be madslee aeparstcly becsase rhey aparaze in lie
sinc cixoumstaaoes (NUS, 20026}. Moreover, Because taere
tre enly 76 public Buwoshuurvole Liberel Arte und General
Stingians, (Carnegie Famndation, 26021, deveiaping.a new medal
song this sues vige wut have only uated spplisilty lo
‘substantia! umber of Metitationa af higher education,

tivaship of resource

nsirumentation anal aa Colicrian
‘Thice knstramenta were used lo cvlloce Sata Sat hia studye IP SDS
sivas af parsesnndary Inet ules, which are dese and
dminisiered by Uhe U.S. Deparknval of Educaiion’s Nacional
Ganter fhe Edacarion Statist C28 Ata and Wark Rarorea
‘Smierca‘s Geet Uelleges"; and Leeron’s srofes of America
Gates of 2002 \Buroa's, 2000).

‘The IPEDS dataheac is available an-line ar
wow sicesed govfipets, This uluuly wees dak foe: the ELS.
Eeatinatione! Chatacteristiee Survey, Finanoe Survey, ana Fall.
“Enroliitene Survey. TPEDS was ned to ident“ private Basa
laureate Liberal arts ane General insiZalions, insulin es
endinirea an grants per aradenr, and perosntage of inating
tional expenditures on grants for 1992, 1994, and 2002 (NCUS.
20220; NCES 1997; NCES, 992)

US News data on sotronin sand granaton vat fr 1,
1997, and 200 vere used ors report [8 ews. 1993, 1098)
2003), Barron's Pyles ofaerinon Cxtisges of 200! (across,
2000) sone Gael I aloe sil Lona selec grea

es instications on a selectivity acals fram most corsnetitne
lu Towel canapetitive, Toncbalions spore ede oun 16 ith +
being leat competitive and 6 cing most cozapctitive. Ths ap-
prone hes teen ised in orher snadien hare selectin’y w am
lneportant variable fere for example, Kuh & Pascarcis, 2004
ave Anatysi
Teeerinthes end inferential eentistics were usted ‘o analyze tke
data and mee ineroncos about Lie reulionaip leween “rele
tritional expenditures and revention aut graduate gates

Far reacarah qucacior 1, the saraale conzisced of Duoca-
lsureate Literal Arte ane Generalitati Lut prove: dea,
fon inecinationa’ expenditures, relenon sand gredulivr: sales
tor 1992, 1997, end 2002, Four data sete were developed for
cach year (1993, 2997, and 2002) ‘Uhm fret dau set llc
the amonne of instintional grants yer studmei aul fisiyesr
retention rates of peivete Baccalaureute General al Liberal Ars
fnatitucions. The sever dala vel incall (he eangue af Ina
tutions) greats er studeal and six-year yradaalian caley. Toe
third dara act inluiles che percentugy of uatilulional grant ex
ppengicarea wad fretyeur relendiun rules. The foprit, for each
Year, examined the percentage of iostutianal yoaw expend
Turea ané six-year graduation rales, Slauducdl riliple reyes
‘fon was oui a lp deteraine Fre eetant to which the inde
ppendene variile predicted (ie dnacnsenr varies.

Prinsta conducting the mulliple egreseion woaiysis, Ue
dasa setae scare for nizing dea ant ulus (Mende: all
& Sincinch, ;lvo). Institutions *het eid not provice
Seta foc dhe reaecreh question beings enue’ eece
Tiata'in worn son aned for univariate and nvaltivarinte tiers
heron a vanotta, 20017),

nastier, sine wltIpk: regrenslan mechoda were ed,
data were tested Uo ence thal see general aagnimprians were
met: normality, Hmeaety, and hamoscedastciry (Mertcr
Vanalls, 2001). thease mption formality! anckpie rgrea-
shan we the “exter ta whiely all ga rvarians ik he aanraie‘er all
combinations of wiisblea are distributed narenacly” Merter &
Vanills,9. 80), Henause tis is difflclien asaeaa face Szevens,
1496), this sludy alized & pranedhra reenmmendea ty Near
fend vicmatie: eech variable was tested for normality through,
le use of bistagrams (La, instruction, academic suppert, :@
lentiun, ete), When i: wae asnessed thet cach varisbla had a
ermal eleiaburicn, scatter plate fer each pair ef variables (Lc,
fnevisuclion aunt ve eation) were ran to asseae nonmality

The samamption of linearity posits that a otnight be
reiionslup exiale between wea teriablen oa corshinarion of
vatiabes (fabacarick & Fidel, 1984), Homascedastaicy is the,
sesueplion Unt fe “varinblty in arores on ane variable ie
oughly the 2a'me forall values of the other veviables"[Tahachnicl
2. Fidell, 9. 82). ltnongh several metboria could he need ta teRe
These aasemptians, chia study evaluated linearity and
hhomoncedasticty by nursing scatter plots of residuals for each,
data tet [Te echnick fe Fidel, Beta trataforoeation techniques
‘were ompioyed to rescore uny violadocs of imecrily, Variance
{Robillng techalquen were emtaiopad to Teatare any’ wotatoae
at hemastedaaticiy {Mendental & Sincinch, 1946). SEBS 11.5

VOL. 33,10. 8, 2008
Findings

ver usc to pre screen Uhe supple for miasing data, nest as-
‘sumptions rclated to the satition!caethora, ar pet“arm inal
Tiplecreyeession,

‘Rescarch question 2 craveines whethes there wese dif
fevnes iy he ealaLionshkép between inettatonal gran: expen
cliterce and retention and gresivarion catca at jyeitalion wil,
Gifting lewels of wusituL ont setclivily. cnecintions were cae
egorized int six diferent ‘ovcls of ineienliewn elects, Me
Bly, the most Therough ayproset la sausresiny thie cet
‘Would be to uae standard mules regression tn develop prac
nn mortals or each fave of wislilu ra seasaivly, However,
conducting & macipir regression anaiynia on cach snligiin
‘as not feseible hernuse of the ls numbers within come: the
subgroups [sere & Vanerta, 2001),

‘To overcome the linytations Inpesed by inadequate
sseeuple sizes, il wap amcessary ea merge sexe of che subgrereps
into lnuger grove uaiicg diverinvieaelacwlyris, Ou of tne pur
powisa/ disechinanl analysis is co “determine dimensions Mat
Barve aa the beste for relay clansiyng subjects Duo enous”
(eriinr te Waal, 2002, 281) Aw it relwsee to this stad,
fiscrintinant analpein was Wact en ocaty aan neler se
freage oF instination wilg bigeye

Clussticction resaies ef predicted groun menbersty
were anatjaed re steps Mist, senna were viewed te idem
ify dw greeted levels ufustiuctmed selecuiite for csctsarie-
tu level uTveloeivity. Sscund, results were examined aprose al
levels of inatitatinnal ackealliy ficou sony salaries ec
differences amang the ‘ewe of seleotivity Bazes on tisee get
(eras, tae ui: aubgroupa were merged into twa leegar sag: up
Seanderd muluple regression Was then performen on each sb

‘The first researe’ qucation wearatoal Mf Use szusual and per
centage of saany devoted te instinctioral gfanta «puiuzally
rodicted firteyenr relearn sie yone gyda iow cotes 1a
1992, 1997, are 2002,

Arnourd of egvemattures anc Retention Rates: 1992, 4997,
002

Sisuulud multiple regression was conducted ta determine the
accuracy of inabnatiomal exoencitures per sudent predicting
IrsL-yeur selenlin rales, Tae cesultaindiceted that inseineinaal
panto did nat aigniteanily eynluibule x relenaun eatesia 1992
Sn siguilcaly comrtbuee ta zetenrion coten ta 1997: p= 14,
ABEO) ~ 247, pe GS and in 2002; P= 22. d2b0! ~-1.16. p=
ro

Arscuint of bapenclitures and Graduation Ranis: 1992,
F007, ue

TwsUlutonal grants significeathy ennccibute to gradhtien sates
in 192: B= 11, 270) = 2.01, «06; 1997: = 24, 4210 =
2.0, p= 2901, sind i 2002: 82.20, #270} = ARF, pre IT

NaSHAs JOULKAL UF STUDENT FINAL ALD 1s
Percentage of inscinatinned nnpelitaes tan Retest ase:
206g 1997, 2002

Pereemage of atitatigual yranta sie-ifeuntly eon-ibuled
Fetentinn esi 1992: = 28, 4258) <1? p= ADL: 197: B
= 16, 8258) ~ 2.97, 7.6.01 wed 200%: $77, (O68) — 297, p
<oi

Percentage of sttucined Expensieunis wed Graduation Rates:
12998, 1097, seu
Percentage irstitarional yrave significantly ionibuted tes
radustinu ra.epin "982: B= 27, 274] “543.2% 001, 1997,
B= 30, a278)" 6.36, = Golzmnd N02 B31, ArH] = 4.06
200!

The ruwuns. stone deviations, ant regteatiom cost
‘ena for insttutionsl geaate ate pinarsed ia Table 1

‘Tae sevuud reecarth quvs-or sched if inerinutionl ac-
ectivieynflnericd “he rela'iynship beterersicetational grate
rit retention are. graénation musee. Pre reearch question 2
Aiseriminan analysis ecebm acs Sree were sed to Clawily ir
Stitwions itn tuo subgrav ns: Igi-setectiv ty anid loweselers
ity. Standard wept regressions was aerf-iel om each. ae
sToup to determine Finstitadanal exudioares, specitealy
stiutionay grents, signifioasi pwedicaed rete ion und grat

fone vragen Bp” Abs
feosc eles kes a

Peveantage of ante ual Grmt

‘oar ease oe abe
ean |r
Bede pave aaa

YUL. 38, NO. 8, 2905