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Abstract

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Utilizing survival analysis, we examined two key first year courses, mathematics and English, and tested whether they were predictive for long-term student success as measured by persistence to graduation at a Hispanic-serving research university. While first math and first English courses were significant, SAT score was not for Hispanic and Black students. High school grade point average (GPA) was significant for Hispanic students but not for White or Black students.

Keywords

math persistence Hispanic-serving Institution

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Early Coursework and College Experience Predictors of Persistence at a Hispanic-Serving Institution

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