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ERIC Number: EJ1176110
Record Type: Journal
Publication Date: 2018-May
Pages: 24
Abstractor: As Provided
ISSN: ISSN-1521-0251
"I Know That I Should Be Here": Lessons Learned from the First-Year Performance of Borderline University Applicants
Covarrubias, Rebecca; Gallimore, Ronald; Okagaki, Lynn
Journal of College Student Retention: Research, Theory & Practice, v20 n1 p92-115 May 2018
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A