| This study examines the impact of Living-Learning Communities (LLCs) on student
success, focusing on four- and six-year graduation rates at Sonoma State University. Using
archival data from 2010–2014, the research explores whether LLC participation predicts on-time
graduation while accounting for factors such as sex, Pell eligibility, and underrepresented
minority (URM) status. A quantitative, cross-sectional design with regression analysis evaluates
the relationship between LLCs and graduation outcomes, including their potential to address
equity gaps between URM and non-URM students and Pell-eligible and non-Pell-eligible
students. Key predictors analyzed include first-year units earned and SAT scores.
This study contributes to addressing gaps in existing literature by emphasizing LLCs'
long-term effects on graduation rates beyond retention. Findings offer insights into the
effectiveness of LLCs in promoting equitable student success and guiding institutional strategies
in higher education. Recommendations highlight approaches for supporting first-generation, low-
income, and URM students through enhanced LLC infrastructure, faculty engagement, and data-
driven continuous improvement. These findings aim to inform policies that foster inclusive
educational environments and improve outcomes for diverse student populations, particularly
within public universities.
Keywords: on-time graduation, higher education, graduation rates, equity gaps, student success,
Pell-Eligible students, underrepresented minority (URM) students, quantitative research,
educational outcomes |