This quantitative research study used ex post facto data to analyze possible relationships between a discrete set of independent variables and academic achievement among provisionally admitted students at a public, four-year historically black university located in the mid-Atlantic United States. The independent variables were first-generation status, race/ethnicity, credit hours attempted and earned and undergraduate GPA. In this study, undergraduate GPA was an indicator of academic achievement. Retention from first semester freshman year to second semester freshman year was a dependent variable. Inclusion criteria were used to identify a sample of 57 participants drawn form a cohort of 823 potential students. The population from which the sample was drawn for this study consisted of students admitted to the fall 2002 cohort. Because of the small sample size and nature of the variables included in the study, chi-square test and independent sample t tests were chosen as the method for data analysis. None of the independent variables were found to be statistically significant in influencing GPA, graduation rates or retention. However, an incidental finding did show the amount of Pell Grant received among first-generation college students was significant at the 0.10 significance level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]