Prior research on the relationship between learning analytics data and student performance indicates that a large portion of students who are classified as academically struggling never recover from these failures [1]. Information about why these students never recover is lacking, however, because many analyses only focus on end of course

grades to investigate student failure [2]. These models fail to account for the types of behaviors that might occur during the semester, which contribute to these failures, or what behaviors might encourage student success after initial setbacks in the course. By focusing on weekly behaviors, researchers, instructors, and course designers alike can examine the smaller events that occur from week-to-week, which may predict successful or risky behaviors in the course. This research paper presents findings from a study on the impact of Learning anagement Systems (LMSs) on student success in the classroom. Because of the amount of data available from the LMS, we can examine student performance on a week-to-week basis using data available from using digital course technologies. This contrasts with the use of end of course final grades, which do not provide researchers with the type of nuanced behaviors that might lead to success or failure throughout the duration of the semester.