NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1047352
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1542-3077
First-Generation College Student Achievement and the First-Year Seminar: A Quasi-Experimental Design
Vaughan, Angela; Parra, Janessa; Lalonde, Trent
Journal of The First-Year Experience & Students in Transition, v26 n2 p51-67 2014
Research has shown consistently that first-generation college students are less prepared academically for college, have a higher risk for dropping out, and are less likely to obtain a degree. This study investigated the effect of first-generation students' participation in a first-year seminar (FYS) on academic achievement and persistence to the second semester compared to nonparticipants. The authors collected data from 266 first-generation students in an FYS and used a quasi-experimental design incorporating hierarchical propensity score matching techniques to form quasi-control groups. The results show the seminar had a significant positive effect on achievement (an overall GPA difference of 0.71 points) and persistence (an overall 17% difference).
National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail:; Web site:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A