Freshman learning communities, college performance, and retention
AbstractThis 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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Bibliographic InfoPaper provided by Federal Reserve Bank of Atlanta in its series Working Paper with number 2005-22.
Date of creation: 2005
Date of revision:
Other versions of this item:
- Julie Hotchkiss & Robert Moore & M. Melinda Pitts, 2006. "Freshman Learning Communities, College Performance, and Retention," Education Economics, Taylor and Francis Journals, vol. 14(2), pages 197-210.
- NEP-ALL-2005-11-05 (All new papers)
- NEP-EDU-2005-11-05 (Education)
- NEP-SOG-2005-11-05 (Sociology of Economics)
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