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Freshman learning communities, college performance, and retention

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Author Info
Julie L. Hotchkiss
Robert E. 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 (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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Paper provided by Federal Reserve Bank of Atlanta in its series Working Paper with number 2005-22.

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Date of creation: 2005
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Handle: RePEc:fip:fedawp:2005-22

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