Table 5.

All students benefit from increased course structure and first-generation students benefit disproportionately^a

Regression coefficients	Estimate ± SE	p Value
Model intercept	−6.1 ± 4.00	0.128
Exam performance patterns under low structure
Generation status:
(reference level: Continuing-generation)
First-generation	−3.9 ± 1.19	0.0012
Exam performance patterns under moderate structure
Class Structure: (reference level: Low)
Moderate	5.4 ± 0.87	<0.003
Class Struc*Gen. Status:
Moderate*First Gen	3.5 ± 1.64	0.032
Controls for student characteristics and term
SAT.Combined	0.08 ± 0.003	<0.0001
Gender: (reference level: Male)
Female	1.6 ± 0.78	0.680
Term: (reference level: Fall)
Spring	4.1 ± 0.76	<0.0001

^aCoefficients for regression model of generation status and course structure on exam points earned (out of 145). Coefficient estimates are in terms of exam points. The categorical variable Generation Status represents achievement by first-generation students under low structure relative to the achievement of continuing-generation students under low structure. The Class Structure term represents the gain all students see in the moderate-structure course. The interaction term between class structure and generation status (Class Struc*Gen. Status) represents the gains first-generation students experience relative to the gains of continuing-generation students under moderate structure. Significant terms for Course Structure*Gen. Status indicate a disproportionate impact of moderate structure on first-generation students.