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Freshman Learning Communities, College Performance, and Retention

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Author Info
Julie Hotchkiss
Robert Moore
M. Melinda Pitts

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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.

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Publisher Info
Article provided by Taylor and Francis Journals in its journal Education Economics.

Volume (Year): 14 (2006)
Issue (Month): 2 (June)
Pages: 197-210
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Handle: RePEc:taf:edecon:v:14:y:2006:i:2:p:197-210

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Related research
Keywords: Treatment effects; first-year experiences; college retention; college performance; sample selection;

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This page was last updated on 2009-11-25.

This information is provided to you by IDEAS at the Department of Economics, College of Liberal Arts and Sciences, University of Connecticut using RePEc data on a server sponsored by the Society for Economic Dynamics.