Abstract
During their freshman year, 219 high-risk students at Eastern Michigan University attended special small classes, visited tutors, and participated in a reading and study skills program. As a result of this involvement, they significantly improved their reading skills. Also, 57 percent of these high-risk students earned a C or better average by the end of their freshman year, even though predictions based on their admission test scores and high school grade-point averages (GPAs) suggested failure. The variables of hours spent using the support services and the number of tutor contacts correlated positively with their college GPAs and improved the prediction of their fall GPAs.
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