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The academic momentum perspective suggests that the speed with which undergraduates initially progress in college significantly affects their likelihood of completing a degree, an effect separate from those of high school academic preparation and family socioeconomic status. The number of credits attempted in the first semester appears to influence chances of degree completion as does a delay between high school and college, or attempting a low course load in the first semester (part-time attendance). Attending summer school after freshman year is associated with significantly better graduation chances.

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