Academic confidence cultivated within the context of learning communities may be an important key to student success. This study examined the structural relationships of four constructs on academic performance and persistence for summer bridge learning community (SBLC) and non-SBLC members. Constructs included: 1) student background; 2) academic confidence; 3) desire to finish college; and 4) intent to transfer. SBLC participants ended their freshman year with significantly higher GPAs and returned the following year at greater rates than non-SBLC members. Even though it was found that none of the constructs directly influenced persistence for either group, a significant direct effect of academic confidence on academic performance was found for SBLC members. This study demonstrates clearly that in spite of budgetary constraints, learning community models work; students in SBLCs generally show more positive outcomes (i.e., first year GPA and persistence to year two) than non-SBLC students. The statistical power of structural equation modeling is demonstrated and policy implications are discussed.
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