Freshman Orientation, Persistence, and Achievement: A Longitudinal Analysis

Abstract

This longitudinal study (2001–2005) considers the impact of a freshman orientation course on the persistence of black and white students at a mid-southern university, as well its relationship with college achievement (GPA). Controlling for gender, race, high school GPA, and decided on major, logistic regression was used to assess persistence; multiple regression for evaluating college GPA. Though the orientation course had a positive impact on persistence to the second year and first year GPA (particularly for black students), it failed to have impact beyond the second year. Topical gaps in the course's content are considered as a possible influence in the lack of long-term persistence. Possible future research is discussed.