Testing the Efficacy of a Scholarship Program for Single Parent, Post-Freshmen, Full Time Undergraduates

This study examines the efficacy of a scholarship program designed to assist single parent, post-freshmen, full time undergraduate students and predictors of success among a sample of said students, where success is defined as progress toward completion, academic achievement, and degree completion....

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Bibliographic Details
Published in:Research in higher education 2018-02, Vol.59 (1), p.108-131
Main Authors: Carpenter, Dick M., Kaka, Sarah J., Tygret, Jennifer A., Cathcart, Katy
Format: Article
Language:English
Subjects:
Academic Achievement
College Credits
College students
Education
Educational Attainment
Educational Finance
Full Time Students
Grade Point Average
Hierarchical Linear Modeling
Higher Education
One Parent Family
Predictor Variables
Program Descriptions
Program Effectiveness
Scholarship
Scholarships & fellowships
Single parents
Success
Undergraduate Students
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Summary:This study examines the efficacy of a scholarship program designed to assist single parent, post-freshmen, full time undergraduate students and predictors of success among a sample of said students, where success is defined as progress toward completion, academic achievement, and degree completion. Results of fixed effects regression and hierarchical linear modeling indicated that single parents who participated in the scholarship program had higher levels of academic achievement, degree completion rates, and greater progress toward completion than non-participants. Consistent significant predictors of success included participation in a scholarship program, full-time status, and whether someone already held a Bachelor's degree. The findings suggest that the structure of a single parent program that includes requirements for GPA, full-time status, and credit accumulation, as well as personal, professional, and financial resources for participants may be an efficacious model for other colleges to implement in order assist in the success of single parent undergraduate students.
ISSN:0361-0365
1573-188X
DOI:10.1007/s11162-017-9456-0