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Freshman Learning Communities, College Performance, and Retention

Author

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  • Julie Hotchkiss
  • Robert Moore
  • M. Melinda Pitts

Abstract

This paper applies a standard treatment effects model to determine that participation in Freshman Learning Communities improves academic performance and retention. Not controlling for individual self-selection into Freshman Learning Communities 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.

Suggested Citation

  • Julie Hotchkiss & Robert Moore & M. Melinda Pitts, 2006. "Freshman Learning Communities, College Performance, and Retention," Education Economics, Taylor & Francis Journals, vol. 14(2), pages 197-210.
    • Handle: RePEc:taf:edecon:v:14:y:2006:i:2:p:197-210
    DOI: 10.1080/09645290600622947
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    Cited by:

    1. Tarek Azzam & Michael Bates & David Fairris, 2019. "Do Learning Communities Increase First Year College Retention? Testing Sample Selection and External Validity of Randomized Control Trials," Working Papers 202002, University of California at Riverside, Department of Economics.
    2. Azzam, Tarek & Bates, Michael D. & Fairris, David, 2022. "Do learning communities increase first year college retention? Evidence from a randomized control trial," Economics of Education Review, Elsevier, vol. 89(C).
    3. Holmgren, Mark & McCracken, Vicki A., 2010. "Identifying Student Success at a Land Grant Institution," 2010 Annual Meeting, July 25-27, 2010, Denver, Colorado 61701, Agricultural and Applied Economics Association.
    4. Gourley, Patrick, 2021. "Back to basics: How reading the text and taking notes improves learning," International Review of Economics Education, Elsevier, vol. 37(C).

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