Previous research suggests that first‐generation (first‐gen) students may be at risk for lower academic performance, higher dropout rates, and lower graduation rates compared to their continuing‐generation (continuing‐gen) peers. The current study analyzes academic success (average yearly GPA) and retention/completion rates (cumulative dropouts and graduates) for four successive (2011–2014) entering first‐year cohorts at a large Midwestern Research 1 University. Across all cohorts, academic success varied by first‐gen status, with continuing‐gen students having significantly higher GPAs each year. A significantly greater percentage of first‐gen students dropped out each year. First‐gen status was also negatively related to graduation rates at 4, 5, and 6 years after college entry. Additional analyses disaggregated the data by seven colleges of admission with semi‐independent admissions policies. First‐gen status was more strongly related to academic success and retention for students in the following colleges: education, biological sciences, liberal arts, and science and engineering. Overall, findings suggest that first‐gen students are at higher risk of low performance and completion than their continuing‐gen peers. Institutions need to examine why and how they are contributing to less successful outcomes for first‐gen students, and if programming could lessen these group differences.Public significance statementThe current study finds that first‐generation undergraduate students are at higher risk of low academic performance and dropout compared to their continuing‐generation peers. Differences were also seen by college of admission, with some colleges having larger gaps between these groups than others. Institutions need to examine why and how they are contributing to these outcomes for first‐generation students, and if programming could lessen these group differences.
