The impact of a college success course on students' long-term academic persistence

This study was designed to investigate the relationship between a college-success course taken during high school and its effects on student long-term academic persistence, as measured by first semester- and cumulative grade-point average, first semester- and cumulative number of college units completed, and the cumulative number of terms completed at a community college. An ex post facto study was used to compare students who successfully completed the college success course (treatment group) with students who did not take the college success course (control group). In addition, oral interviews were conducted with students who successfully completed the college success course to support and strengthen the quantitative analysis of the study. Two major findings of this study were that students who completed a college success course while in high school prior to enrolling at a community college remained in college longer and completed more units. The treatment group completed nearly twice as many total college units when compared with the control group. Likewise, the treatment group completed approximately one semester more than the control group. In addition,the student interviews revealed that the college survival skills learned in the college success course, although taken many years ago, were still retained and used to assist them as they entered college. This study supports the main objective of a college-success course which is to increase college survival and persistence. Although first-time college students may articulate their desired educational goals, most are unsure about specific paths to reach those goals. This study can serve as a model for building a better transition for first-time college students through college success courses. It is recommended that institutional support be provided for continued or expanded college success offerings to high school students making the transition from high school to college