Freshman Learning Communities, College Performance, and Retention
Open accessAbstract
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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Institutions may implement multiple strategies to improve first-year student retention, such as first-year mentoring programs or first-year learning communities, which can make it difficult to disaggregate how bridge programs influence student success.
“institutions may implement multiple strategies to improve first-year student retention, including first-year mentoring programs (Rodger and Tremblay, 2003) or first-year learning communities (Hotchkiss et al., 2006), which can make it difficult to disaggregate how bridge programs influence student success.”
From Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs (2017) · cites this paper as Hotchkiss et al., 2006
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Research works printed but not linked: 6
- Bean, John and Eaton, Shevawn Bogdan. (2001-2002, 1). The Psychology Underlying Successful Retention Practices. Journal of College Student Retention, 73-89.
- DeSousa, D. Jason and Kuh, George D. (1996, May/June). Does Institutional Racial Composition Make a Difference in What Black Students Gain from College? Journal of College Student Development, 257-267.
- Maddala, G.S. (1983). Limited-Dependent and Qualitative Variables in Econometrics. Cambridge: Cambridge University Press.
- MacKay, K.A. and Kuh, George D. (1994). A Comparison of Student Effort and Educational Gains of Caucasian and African American Students at Predominantly White Colleges and Universities. Journal of College Student Developmen t , 217-23.
- Soldner, Laura; Lee, Yvonne; and Duby, Paul. (1999). Welcome to the Block: Developing Freshman Learning Communities that Work. Journal of College Student Retention, 115129.
- Tinto, Vincent; Russo, Pat; and Kadel, Stephanie. (1994, Feb-Mar). Constructing Educational Communities: Increasing Retention in Challenging Circumstances. Community College Journal , 26-29.
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Ashley, M., Cooper, K. M., Cala, J. M., & Brownell, S. E. (2017) · CBE—Life Sciences Education · doi:10.1187/cbe.17-05-0085 · Cited by 122 · see citing works
- Authors
- Hotchkiss, J. L., Moore, R. E., & Pitts, M. M.
- Affiliations
- Federal Reserve Bank of Atlanta (US)
- Georgia State University (US)
- Corresponding author
- Hotchkiss, Julie L.
- Venue
- Education Economics
- Publisher
- Informa UK Limited
- Published
- 2006-06
- Volume
- 14
- Issue
- 2
- Pages
- 197-210
- ISSN
- 0964-5292 (ISSN-L)
- 1469-5782
- OpenAlex
- W2018576384
- Cited by
- 98
- References
- 0
- Citations by year
- 2026: 2 · 2025: 2 · 2023: 5 · 2022: 5 · 2021: 7 · 2020: 7 · 2019: 6 · 2018: 6 · 2017: 4 · 2016: 7 · 2015: 9 · 2014: 2 · 2013: 4 · 2012: 6
- FWCI
- 18.12
- Type
- journal article
- Language
- en
- Open access
- green
- doi.org
- Locations
- Education Economics (publishedVersion)
- SSRN Electronic Journal (acceptedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Econstor (Econstor) (submittedVersion)
- Funders
- Georgia State University
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › Educational Outcomes and Influences
- Keywords
- academic performance, student retention, university students, self-selection, treatment effects, race and gender differences, program evaluation
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