Abstract
This multiyear quantitative study looks at the High Impact Practice (HIP) of First Year Seminars (FYS) in a large urban community college. We examine discipline-specific FYS courses at zero credits, two credits, and three credits. We also explore the impact of the FYS on different student subgroups, including full and part-time students and students from different demographics. We use propensity score matching in order to account for selection biases. Our findings highlight that FYS is a promising practice that increases student success as measured by GPA, retention, and graduation rates.
Keywords: Retention, Community College, Student Success, GPA, Graduation, Academic Achievement, First Year Seminar, High Impact Practices
How to Cite:
Kang, K. A, Quish, E., & Garrison-Fletcher, L. (2026). A multiyear study of the high impact practice of first year seminars on community college student success. Journal of the National Organization for Student Success, 3(2), 59-80. https://doi.org/10.61617/jnoss.110
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Published on
2026-08-25
Peer Reviewed