Abstract
This study uses multinomial logistic regression models to identify significant predictors of graduation and persistence for veteran and military-aligned students (n=1141) at one veteran-friendly, not-for-profit institution. Several statistically significant predictors of graduation and persistence for veteran and military-aligned students are unique when compared to the literature on the general student population, such as the positive effect of part time enrollment and the negative effect of continuous enrollment. In addition, comparisons are made among subgroups of the students based on the source of their financial aid (government, institutional, no veteran or military aid). Distinct policies designed to assist veteran and military-aligned students are suggested as well as individual policies to support subgroups of these students. Unique institutional policies that may have a positive impact on the subgroups of students include encouragement for part time enrollment for veteran and military-aligned students who are not using government funded veteran and military aid and assistance with stop outs and returns for those using government funded veteran and military aid. Federal policy implications such as the impact of the 36 month limit on Post-9/11 GI Bill funding are discussed.
Highlights
The Federal Government spent approximately $14 billion in 2015 on Veterans Administration educational benefits (Department of Veteran Department of Veterans Affairs, 2017) and approximately $540 million on Department of Defense education benefits (United States Government Accountability Office, 2014)
Are graduation, persistence, and stop out behaviors statistically related to the source of financial aid that a veteran or military-affiliated student uses? The result of the chi-square test was statistically significant at the .001 level, χ2 (4, N=1,141) =317.289, p=.000 suggesting that there is a statistically significant difference in outcomes based on the type of financial aid used
Assist veteran and military-affiliated students who desire to enroll part time for one or more semesters through supportive policies related to financial aid and program deceleration if necessary2
Summary
The federal government did not historically track student veteran persistence or graduation rates (Mikelson & Saunders, 2013). Given the sizeable investment of public and institutional resources in veteran and military education benefits, understanding the unique factors related to retention and graduation of veteran and military-affiliated students is crucial. The factors related to graduation and persistence for students who use each form of aid (government versus institutional versus no military-related aid) may differ. This information is critical to enhancing the success of students and ensuring that continued investment of funds is accompanied by appropriate support for the significant predictors of success
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