Abstract
Abstract
 
 Student retention is a major concern for many universities. We use observational data from a regional university located in Alabama to test whether taking a first-year seminar improves student retention rates. Using a linear probit model, we find that taking a first-year seminar course is negatively correlated with retention rates, after controlling for several confounding effects. We perform survival analysis and find that the students who take first year seminar courses have a better survival rate for retention than those that do not take the course. We also find that other macro and micro economic factors are equally important in improving student retention rates, such as labor market opportunities and competition from similar universities.
Highlights
Many universities in the US are struggling to find ways of fixing the problem of student retention
We find that other macro and micro economic factors are important in improving student retention rates, such as labor market opportunities and competition from similar universities
This paper analyzes the association between offering first year seminar courses on student retention rates
Summary
Many universities in the US are struggling to find ways of fixing the problem of student retention. One of the most popular methods adopted by universities and colleges across the country is to adopt first year seminar programs (FYS programs hereafter) or first year experience courses. There are usually between 20 to 30 sections of such courses offered every semester, and can usually focus entirely on academic performance, or social integration, or a combination of both. These courses are taught by staff or faculty from various departments. The university implemented FYS courses called UNIV in Fall 2013, allowing us to capture the impact of taking UNIV on retention rates. Controlling for observables, we find that taking UNIV is negatively associated with retention rates at the 5 percent level.
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