"I Know That I Should Be Here": Lessons Learned from the First-Year Performance of Borderline University Applicants

Autor/inn/en	Covarrubias, Rebecca; Gallimore, Ronald; Okagaki, Lynn
Titel	"I Know That I Should Be Here": Lessons Learned from the First-Year Performance of Borderline University Applicants
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 20 (2018) 1, S.92-115 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025116651635
Schlagwörter	College Freshmen; College Applicants; Transitional Programs; Disproportionate Representation; Minority Group Students; Educational Experiments; Mixed Methods Research; College Admission; Student Diversity; Academic Achievement; Comparative Analysis; Student Adjustment; Outcomes of Education; Program Improvement; Focus Groups; Coding; Program Evaluation; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Studienanfänger; College applications; Studienbewerber; Schulversuch; Hochschulzugang; Hochschulzulassung; Zulassung; Schulleistung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Lernleistung; Schulerfolg; Codierung; Programmierung; Programme evaluation; Programmevaluation
Abstract	At many higher education institutions, admissions decisions often rely on standardized test scores and high school grades; yet, they are less reliable predictors for applicants falling slightly below cutoff points, what we call borderline applicants. Since borderline applicants are often from underrepresented backgrounds and diverted to 2-year institutions, this may potentially jeopardize efforts to increase campus diversity. Using a mixed-methods approach, two studies investigated an "admissions experiment" designed to increase campus diversity by admitting 34 borderline applicants into a summer bridge program. Study 1 compared program participants' performance to two comparison samples of regularly admitted students (N = 912). Compared with a matched sample, borderline students performed better after the first semester and comparably after the first year. Study 2 identified program components that helped or undermined participants' college adjustment and performance. Results suggested several program improvements that might enhance underrepresented students' performance and experiences on 4-year campuses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01