Abstract
This dissertation examined Learning Community (LC) programs and how these programs impact college freshmen retention, academic success, and graduation rates at an Urban Community College (UCC). The purpose of this study was to test the hypothesis that enrollment in an LC program during the first semester of college, increases the likelihood that LC students will stay in school and graduate at a higher rate than those who do not participate in an LC during their first academic semester. The researcher compared the college retention rates of two student populations at an UCC— first year developmental English students enrolled in an LC and first year developmental English students not enrolled in an LC. Additionally, the graduation rates of the two populations were compared. The differences in retention rates and academic success based on gender were also explored. The researcher found that developmental English students who participated in an LC during their first semester were not retained at a statistically higher rate after one year. However, LC students did go on to achieve academic success at a higher rate after two years and graduated at a higher rate after four years. There was no significant difference between the retention of LC males and LC females after one year. The study also provides recommendations for UCCs as they consider the utility of LC programs at their own institutions.