The Effect of a Structured Freshman Year on Latino Student Success at a Hispanic Serving Institution
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The purpose of this study is to provide an analysis of the Academic Development Program (ADP) and its effect on persistence and graduation of Latino students at a four-year Hispanic Serving Institution (HSI) located in South Texas. ADP is a comprehensive academic support program designed to provide provisionally-admitted students with the necessary support to succeed academically in the postsecondary setting. Students who were unable to meet university admissions standards are admitted on a provisional basis for the first year and must enroll in ADP. The data used for this study included existing data available through the ADP database and data from the institution’s student information system (Banner) which was used to establish the relationships among the dependent (ADP and non-ADP students) and independent variables (first year retention, first-year grade point average (GPA), sixth-year graduation, and sixth-year “overall” GPA). In addition, the relationship between first-year GPA for ADP and non-ADP students and between sixth-year GPA for ADP and non-ADP students were examined. Major findings of the study include: (1) no statistical differences existed between the number of ADP (provisionally admitted) and non-ADP (regularly admitted) students who were retained after the first year and the number who were not retained and there was no difference in the first-year retention rate of ADP students as compared to non-ADP students; (2) a statistical significant difference existed between non-ADP students and ADP students when observing first-year GPA; (3) a statistical significant difference existed between the mean GPA for ADP and non-ADP students with regards to overall GPA. That is, the relationship between sixth-year GPA for the ADP and non-ADP groups; and (4) no statistical differences existed between admission type (provisionally admitted or regularly admitted students) and sixth-year graduation rate. That is, both regularly admitted and provisionally admitted students equally graduate within 6 years. Recommendations for policy, practice, and research are also provided for future researchers, student support staff, practitioners, and senior administrators. The recommendations are supported by the recent research on Latino student success and the models identified in the review of the literature.
Duncan-Brosnan, Leticia (2015). The Effect of a Structured Freshman Year on Latino Student Success at a Hispanic Serving Institution. Doctoral dissertation, Texas A&M University. Available electronically from