Financial aid may be particularly critical for promoting full-time enrollment, continuous enrollment, and a manageable balance of school and work responsibilities, which influence the likelihood of timely degree completion (Adelman, 2006; Attewell, Heil, & Reisel, 2012; Hossler et al., 2009). For example, Attewell, Heil, and Reisel (2012) accounted for differences in student background characteristics and found that the five-year graduation rate was 5 percentage points lower among part-time than full-time students at four year institutions and 10 percentage points lower among part-time students at two-year colleges. Regarding the continuity of enrollment, the five-year graduation rate was 4 percentage points higher among students who enrolled during the first summer term at four-year institutions and 16 percentage points higher among students with summer term enrollment at two-year colleges, relative to students who dropped out during the summer (Attewell, Heil, & Reisel, 2012). Students who work more than 15 hours per week (either to avoid loans or to bridge the cost-aid gap) are less likely to complete their degrees than students who work fewer hours. The relationship between financial aid and student success, however, is partly determined by the nature of the aid package. Whereas the receipt of grant aid and work-study has generally yielded a positive effect on student persistence, the receipt of loan aid has been unassociated with persistence. The accumulation of student loan debt has been mainly negatively correlated with persistence. This brief summarizes key findings from research that may inform institutional policy regarding grant aid and work-study programs.