In this longitudinal study of 21,243 students, the academic disqualification and persistence to graduation by financial aid category and academic ability were studied. Students who had greater financial need disqualified at higher rates and persisted to graduation at lower rates. However, when financial aid categories were stratified by academic ability, academic ability was a better indicator of disqualification and persistence to graduation than was financial aid category. These data may provide clues to determine where financial intervention with institutional need-based aid may be most beneficial and how programmatic interventions may be appropriate.
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