For the 2014 study, "Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition," researchers investigated the impact of attending a moderated panel on incoming freshmen's adjustment to college. The panel featured demographically diverse college seniors who responded to questions about their experience of and adjustment to college. The study sample consisted of 168 incoming college freshmen in a highly selective, midsized private university in the United States. Researchers assessed the impact of the panelists' stories by comparing grade point averages at the end of students' freshman year. This study is a well-executed randomized controlled trial with low levels of sample attrition and meets WWC group design standards without reservations. The study authors found, and the WWC confirmed, that there was a statistically significant effect on mean grade point average. The following are appended: (1) Study details; (2) Outcome measures for the academic achievement domain; (3) Study findings for the academic achievement domain; and (4) Supplemental findings for the academic achievement domain. A Glossary of Terms is also included. [The following study is the focus of this "Single Study Review:" Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). "Closing the social-class achievement gap: A difference-education intervention improves first-generation students' academic performance and all students' college transition." "Psychological Science," 25(4), 943-953. doi: 10.1177/0956797613518349. For the What Works Clearing House Quick Review of this report, see ED544776.]