Students follow multiple pathways to bachelor’s degree completion but the relative impacts of these different pathways is not well understood. This study seeks to disentangle factors relating to student persistence to graduation by controlling for both student and institutional factors. Using a mixed effects linear regression model on a matched dataset, this study had two main findings:
Several additional factors were analyzed to verify the validity of this research. The importance of these points applies only to this study but may speak to its context relative to other research in the literature.