In this program evaluation study, we analyzed the impact of interpersonal validation and participation in living-learning communities (LLC) on retention and GPA via regression and propensity score matching. The LLCs were designed to improve outcomes for underrepresented, low-income and first-generation students at a Midwestern regional public university. Employing data from the widely used Mid-Year Student Assessment™, we created a validation score. This student validation score was significantly associated with retention in semester three, and third semester and sixth semester GPA. In the matched pair analyses, we found mixed results with significantly improved retention for participants in just one LLC compared to their matched peers, and significantly improved GPA for a combined group of LLC participants.

在此计划评估研究中，我们通过回归和倾向得分匹配分析了人际关系验证和参与生活学习社区（LLC）对保留率和GPA的影响。这些LLC旨在改善中西部地区公立大学中代表性不足，低收入和第一代学生的学习成果。利用来自广泛使用的“中学生评估”的数据，我们创建了一个验证分数。该学生验证分数与第三学期，第三学期和第六学期的GPA保留率显着相关。在配对对分析中，我们发现混合结果与仅一个LLC的参与者相比，其配对对象的保留率显着提高，而一组LLC参与者的GPA显着提高。