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Download full textHotchkiss, Julie L.; Moore, Robert E.; Pitts, M. Melinda – Federal Reserve Bank of Atlanta, 2005
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…
Descriptors: Academic Achievement, College Freshmen, School Holding Power, Academic Persistence
