In this study, we examined academic outcomes among students from low-income and academically disadvantaged backgrounds who participated in the Educational Opportunity Program (EOP) at a selective four-year public comprehensive college in the Northeast. We found that provisionally admitted EOP students earned comparable first-semester grades and had similar first-year retention and continuous enrollment rates to students with far higher admission scores. Disadvantage-associated disparities, however, persisted in two domains: the proportion of credits earned in the first semester and transfer rates to associate- vs. bachelor-degree granting institutions at three-year follow-up. We conclude our paper with policy recommendations for further enhancing academic momentum among EOP students towards timely bachelor-degree attainment.