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ERIC Number: ED418097
Record Type: RIE
Publication Date: 1998-Feb
Pages: 87
Abstractor: N/A
Postsecondary Financing Strategies: How Undergraduates Combine Work, Borrowing, and Attendance. Statistical Analysis Report. Postsecondary Education Descriptive Analysis Reports.
Cuccaro-Alamin, Stephen; Choy, Susan P.
This report examines the postsecondary financing strategies of undergraduates, describing how they combine work, borrowing, and attendance to support their postsecondary enrollment and examines the relationship between various financing strategies and students' persistence in postsecondary education. The report uses data from the 1992-93 National Postsecondary Student Aid Study and the Beginning Postsecondary Student Longitudinal Study. Although undergraduate tuition, room, and board have been rising rapidly, the opportunity costs associated with not receiving postsecondary training have also increased. Faced with the challenge of financing their enrollment, students have increasingly opted to work, borrow, or attend part-time. Most undergraduates work while enrolled. In 1992-93, 72% of undergraduates worked, and they worked intensively, averaging 31 hours a week and 88% of the months they were enrolled. Students at public 2-year institutions were most likely to work and worked the most hours per week and the greatest percentage of their enrollment. In 1992-93, 18% of undergraduates borrowed through student loan programs, with those at private not-for-profit and for-profit 4-year colleges most likely to borrow, at 34% and 42% respectively. Forty-one percent of undergraduates enrolled exclusively full time in the 1992-93 school year, and 43% enrolled exclusively part-time. Again, students in 2-year public institutions were more likely to enroll exclusively part-time. Among students who worked while enrolled in 1992-93, there was a negative association between average hours worked per week and full time attendance. How students combined work, borrowing, and attendance varied by institution type. After controlling for work, borrowing, attendance status, and other factors considered related to persistence, working 34 hours or more per week and attending part-time were negatively associated with persistence in school and borrowing was positively associated with persistence. Appendixes contain a glossary, notes on the analysis sample, and other technical notes. (Contains 16 tables and 7 figures.) (SLD)
National Center for Education Statistics, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue N.W., Washington, DC 20208-5574; World Wide Web:
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: MPR Associates, Berkeley, CA.
Grant or Contract Numbers: N/A