Freshman Learning Communities, College Performance, and Retention

Julie L. Hotchkiss · Robert E. Moore · M. Melinda Pitts

98 citations0/0 files storedEducation Economics

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Higher Education Research Studies School Choice and Performance Educational Outcomes and Influences

Abstract

This paper applies a standard treatment effects model to determine that participation in Freshman Learning Communities (FLCs) improves academic performance and retention. Not controlling for individual self-selection into FLC participation leads one to incorrectly conclude that the impact is the same across race and gender groups. Accurately assessing the impact of any educational program is essential in determining what resources institutions should devote to it.

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References

1983Limited-dependent and qualitative variables in econometrics 1992How College Affects Students 2001The Psychology Underlying Successful Retention Practices 1994Constructing Educational Communities: Increasing Retention in Challenging Circumstances.

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2022The development of peer networks and academic performance in learning communities in higher education 2013An Attachment Model of University Connectedness 2007Peer Cohorts and the Unintended Consequences of Freshman Learning Communities 2010Modeling Retention at a Large Public University: Can At-Risk Students Be Identified Early Enough to Treat?

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