First-Year College Achievement and Graduation Rates for Hispanic and Hispanic First-Generation Students.

This article examines the short- and long-term academic outcomes of Hispanic and Hispanic first-generation students (FGS) who participated in a research-based, academically rigorous first-year seminar (FYS) at a public four-year university classified as an emerging Hispanic-Serving Institution (HSI). The study found that FYS participants had significantly higher first-term GPAs, one-year persistence rates, and five-year graduation rates compared to non-participants, with differences particularly pronounced for Hispanic FGS. The FYS is a 3-credit course designed to build academic skills, motivation, and a sense of belonging through a consistent curriculum, faculty training, and scaffolded assignments including a research project. While the study is limited to one institution and involves self-selection bias, its findings support the effectiveness of rigorous FYS programs in promoting academic success and retention among underrepresented Hispanic student populations.