A longitudinal study of Black students participating in the Math Excellence Workshop at Clemson University has found statistically significant benefit to multiple outcomes. The workshop is designed after the Treisman workshop model, which has been shown previously to be beneficial for minority student development. In addition to the value of adding to the base of evidence supporting the use of this model, the result of this study is significant because of the breadth of outcomes and the length

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... f the period studied. The study compares the performance of program participants to a control group of minority students from the same cohorts and with a similar matriculation profile in terms of age and of a predicted grade point ratio based on SAT / ACT scores, high school rank in class, and quality of high school. Black student retention and the Treisman approach to improving it High failure rates in introductory college mathematics courses, notably among underrepresented students, have been of concern for many years. 1,2 Table 1 shows graduation rates for Black students at Clemson University and nationwide. The six-year graduation rate for Blacks in STEM majors and in any major appear fairly stable nationwide, although these data are unavailable prior to the 1992 cohort, since this was the first longitudinal study by the Center for Institutional Data Exchange and Analysis, released in the