The Impact of Living-Learning Communities on College Algebra
Abstract
To gain insight into how Living-Learning Programs (LLPs) promote student success, the authors analyzed student characteristics and college algebra grades for 2,782 math students enrolled in 2007-2010 at a large state university. They compared grades by LLP type, demographics, science, technology, engineering, and mathematics (STEM) major, and college preparation. Despite lower college eligibility scores, the Key LLP students earned higher grades in Algebra I (p < 0.0001) and Algebra II (p = 0.001) than academic community students. In adjusted models, students in Key experienced greater success in Algebra I than other students; underrepresented students earned higher grades when involved in any LLP. The structured environment in Key may explain this success.
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