Abstract
The purpose of this study was to examine the impact of first-year undergraduates' (n = 5,368) use of academic library resources in their first year on their degree completion or continued enrollment after four years of study. Propensity score matching techniques were used to construct treatment (library users) and control (library nonusers) groups with similar background characteristics and college experiences. The results suggest that using the library at least one time in the first year of enrollment significantly increased the odds that students would graduate in four years or remain enrolled after four years as opposed to withdrawing from the university. First-year students who used electronic resources and books also had significantly improved odds of graduation over withdrawing, while students who used electronic books and took a library instruction course had significantly improved odds of remaining enrolled over withdrawing.