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The study used disaggregated student data over a six-year period at UGA, looking only at courses with an instructor who taught with a traditional commercial textbook and moved to OER, including Textbook Transformation Grants faculty.  The researchers wanted to specifically address if traditionally under-served student populations and students with lower socioeconomic status benefited more from OER adoption. They found that OER adoption by faculty: 

• improved end-of-course grades and decreased DFW (D/F/Withdraw) rates significantly for all students
• improved grades and decreased DFW rates at significantly greater rates for students with lower socioeconomic status (measured by Pell eligibility)
• improved grades and decreased DFW rates at significantly greater rates for students of traditionally-underserved ethnicities (non-White, non-Asian)
• improved grades and decreased DFW rates at significantly greater rates for part-time students

The article's focus on particular groups of students on the lower end of the attainment gap is the first of its kind in OER research, and the authors came to a promising conclusion about OER: 

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