This action research study, supported by a quantitative data analysis, presents a counternarrative to the deficit discourse regarding Latino/a First Time in Any College (FTIAC) departure during the first year of college. It argues that an intentional learning community model, that is culturally and linguistically responsive to Latino/a student needs, can produce significant gains in first-to second-year retention rates and better predicts retention than either high school grade point average or standardized test scores. ResumenEste estudio de investigación en acción, apoyado por análisis de información cuantitativa, presenta una narrativa contraria al discurso de déficit en cuanto al abandono durante el primer año de la Universidad del [estudiante] Latino/a Por Primera Vez Universitario/a (siglas en Ingles FTIAC). Además, argumenta que un modelo de aprendizaje comunitario internacional, que responde a las necesidades de estudiantes Latino/as culturales y linguísticas, puede producir ganancias significativas en taza de retención del primer y segundo año y predice mejor la retención que el puntaje promedio de preparatoria y el resultado de pruebas estandarizadas.

This practice report shares practices from a successful Latinx Studies learning community model at an urban research-intensive university in the Midwestern United States. The learning community model offers a tiered developmental curriculum to support the three different stages of a student’s journey, from enrollment to graduation. The three distinct phases of the learning community model are: a pre-college summer enrichment program, a first- and second-year college scholars program and a third and fourth-year college-to-career component. The model also integrates 10 out of 11 of Kuh’s (2008) high impact practices demonstrated to support student engagement and success for students making a direct transition from high school to university. The authors share gains in student retention and five-year graduation rates as evidence of effectiveness.