ABSTRACT
Th e topic of degree attainment has surfaced as a critical issue in the policy discourse in higher education (Bowen & McPherson, 2009; Carey, 2008). It was possible to track students in the Indiana Cohort through their fi rst four years of college, and the analyses of attainment were completed following the threeyear Indiana Project on Academic Success (IPAS) project. Aft er discussing the fi ndings of the assessment of the Indiana 2000 Cohort, we conclude by briefl y considering the case of the Carolina Covenant® at the University of North Carolina1 as an example of a comprehensive approach to degree attainment.
