Students who are continuously enrolled are less likely to default than students who drop out. This result was not driven solely by program completion: students who did not graduate but were continuously enrolled had a substantially lower probability of default than similar non-graduates with interrupted enrollment periods (Podgursky et al. 2002).
Leaving school is a significant risk factor in predicting default. This was true for students in Woo’s California study in all programs and types of schools (Woo 2002).
Borrowers who withdraw from school for whatever reason have higher default rates, with default rates rising as the number of times withdrawn rises. In addition, students who withdraw for administrative or academic reasons have higher default rates than students who withdraw for work-related reasons (Steiner and Teszler 2003).
Number of Hours Failed
Consistent with other findings as to the importance of college success in loan repayment, the more hours which borrowers at Texas A&M University fail, the more likely they are to default later (Steiner and Teszler 2003).
In a national study of two-year public school students, borrowers who failed any hours also had higher default rates (Christman 2000).
Number of Hours Failed
Consistent with other findings as to the importance of college success in loan repayment, the more hours which borrowers at Texas A&M University fail, the more likely they are to default later (Steiner and Teszler 2003).
In a national study of two-year public school students, borrowers who failed any hours also had higher default rates (Christman 2000).
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