Service Learning in the First Year: Enhanced Retention and Graduation Rates for First-Year and Transfer Students from Underrepresented Groups

This study constitutes an assessment of the service-learning program at a minority-serving institution, using data spanning nine years. It focuses on two student populations: those who enrolled as first-time students and the larger population of students who transferred from other institutions, primarily two-year colleges. Within these groups, we examine the effects of service-learning in the first year on Latinx/Hispanic students, low-income students, and other underrepresented student subpopulations on first-year retention and on graduation rates. Using propensity score analysis with full matching techniques means this study may be considered a quasi-experimental design in the cases for which strong balance is obtained. Results indicate that service-learning increases first-year retention rates and increases two types of graduation rates in each case demonstrating strong balance and significance. Results for Hispanic students are particularly notable.