In 2007-2008, approximately 42% of community college students who were eligible to receive Pell grant funding did not file the Free Application for Federal Student Aid (FAFSA). Using data from the Beginning Postsecondary Student Study, this study examined the relationship between FAFSA filing status and persistence from the fall to spring semesters among first-year community college students. Results indicate that when controlling for other relevant predictors of persistence, filing a FAFSA was associated with higher odds of within-year persistence among all students and was particularly strong for the restricted sample of students enrolled part time. The implications of these findings are discussed in light of the national completion agenda and recent calls to improve the utilization of financial aid among community college students.

Excessive course dropping is costly to students and institutions. Using longitudinal transcript data, this study investigated course withdrawal patterns among 5900 students at a large, racially/ethnically diverse community college district in Texas. Two-thirds of the students dropped at least one course, and 13.5% of the total course enrollments resulted in withdrawal. Course withdrawal rates were significantly higher among students who were: male, African American, age 20-24, GED holders, academically underprepared, enrolled part-time, and had a cumulative college GPA of less than 2.0. Science, mathematics, and writing courses had high drop rates, as did Second Start and fully online courses. Dropping 20% or more of attempted courses was associated with 44% lower odds of a successful enrollment outcome. We hypothesize that community college students are rational, act in their own selfinterest, and perform a cost-benefit analysis with the knowledge they possess when deciding whether to drop a particular course. However, students often overuse or misuse the course withdrawal function. Despite acting in self-interest at the moment, the decision to drop a course is often not in students' longterm best interest, and excessive course dropping can resemble a 'cooling out' mechanism by which students' reduce their aspirations toward degree completion. Recognizing community college structures and rules (e.g., withdrawal procedures, tuition refund policy) influence course dropping decisions, we describe academic policies and classroom practices that can help reduce course withdrawals. We believe that reducing course attrition is a foundational, yet often overlooked, mechanism for reducing community college attrition.

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