The purpose of this study is to identify determinants of student persistence and degree completion in Louisiana. Currently, the state ranks second to lowest in the nation with individuals who experience higher education and obtain a college degree. Recognition of influential factors on student persistence and degree completion allows legislators and policymakers to improve policies impacting Louisiana 1) college access, 2) college affordability, and 3) post-secondary achievement gaps. The preponderance of evidence suggests that college costs primarily account for low graduation rates. Researchers found that the present cost of tuition and fees accelerates at least four times faster than the median income and inflation. A dearth of funding makes college unaffordable to low-income college students who respond by terminating post-secondary studies. This study employs a quantitative research design to identify whether financial aid types influence students' persistence to graduation and degree completion in Louisiana. This study applies a logistic regression statistical technique to determine whether a set of predictors (e.g., GPA, ACT, race, and gender) would discover what might encourage college freshmen to persist in completing a degree. Consistent with Tinto's Theory of Student Departure, the findings of this study reveal a statistically significant relationship between race, gender, college GPA, ACT scores, and financial aid types with college persistence and degree completion. Notably, college GPA demonstrated the highest impact on college persistence, while state aid influenced the highest impact on degree completion and persistence toward graduation; federal aid delivered less of an impact on either goal. Although Louisiana offers need-based state aid, merit-based aid is the most considerable portion. Recipients of merit-based awards are high-performing students who maintain an average to high college GPA. In contrast, students receive federal aid based on need, not merit, and lack academic support. Integration of holistic, academic, and social support (e.g., counseling, mentoring, food, or housing assistance), robustly supported by financial aid, could improve college persistence and degree completion rates when implemented through the support of policy and best practices for college success. Future research could examine the effects of Louisiana higher education policies and funding on college persistence and degree completion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]