Date of Award
Doctor of Philosophy
Educational Leadership and Policy Studies
Nancy J. Evans
This study assessed the extent to which enrollment in learning communities predicted the first-year GPAs and retention rates of first-generation students enrolled at Iowa State University. First-year first- and second-generation students who lived in the residence halls during the first-semester of enrollment were divided into two cohorts based on year of enrollment (1999 n = 370 and 2000 n = 347). Using the statistical methods of analysis of variance and logistic regression, models were tested to determine the impact of learning community enrollment on first-year GPA. Analysis revealed that learning community enrollment had little ability to predict the academic achievement or the retention rates of first-generation students. The pre-entrance variables of high school rank and ACT composite scores proved to be the most significant predictors of first-semester, second-semester and first-year GPA. High school rank was the most consistent predictor of retention.
Digital Repository @ Iowa State University, http://lib.dr.iastate.edu
Kurt Martenae Earnest
Earnest, Kurt Martenae, "The impact of learning community enrollment on first-generation students' first-year academic achievement and retention rates " (2002). Retrospective Theses and Dissertations. 992.