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Freshman Learning Communities, College Performance, and Retention

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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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