Freshman Learning Communities, College Performance, and Retention. Working Paper 2005-22

Autor/inn/en	Hotchkiss, Julie L.; Moore, Robert E.; Pitts, M. Melinda
Institution	Federal Reserve Bank of Atlanta
Titel	Freshman Learning Communities, College Performance, and Retention. Working Paper 2005-22
Quelle	(2005), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; College Freshmen; School Holding Power; Academic Persistence; Statistical Bias; Evaluation Methods; Program Evaluation; Racial Differences; Gender Differences; Peer Relationship; Academic Support Services; Educational Strategies; Transitional Programs; Grouping (Instructional Purposes); Community; Urban Universities; Georgia + Suchen Sie Ihr Suchwort? Schulleistung; Studienanfänger; Programme evaluation; Programmevaluation; Rassenunterschied; Geschlechterkonflikt; Peer-Beziehungen; Lehrstrategie; Grouping; Gruppenbildung
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. Reduced form OLS estimation for Earned Hours, Full Sample, is appended. (Contains 18 footnotes and 5 tables.) (As Provided).
Anmerkungen	Federal Reserve Bank of Atlanta. 1000 Peachtree Street NE, Atlanta, GA 30309. Tel: 404-498-8500; Web site: http://www.frbatlanta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10