{"id":2539,"date":"2013-04-09T10:22:00","date_gmt":"2013-04-09T14:22:00","guid":{"rendered":"https:\/\/coenet.org\/?post_type=resources&p=2539"},"modified":"2023-01-09T10:28:17","modified_gmt":"2023-01-09T15:28:17","slug":"provisional-admission-practices-blending-access-and-support-to-facilitate-student-success","status":"publish","type":"resources","link":"https:\/\/coenet.org\/resources\/provisional-admission-practices-blending-access-and-support-to-facilitate-student-success\/","title":{"rendered":"Provisional Admission Practices – Blending Access and Support to Facilitate Student Success"},"content":{"rendered":"\r\n\t\r\n\t\t
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Provisional Admission Practices – Blending Access and Support to Facilitate Student Success<\/h1>\r\n \t\t\t

This report examines provisional admission as an initiative that can expand four-year college access and success for students from economically disadvantaged backgrounds.<\/p>\n<\/div>\t\t<\/div>\r\n\t<\/div>\r\n<\/section>\r\n\n\n\r\n\r\n\r\n\t

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Pell Institute report<\/h2>\t\t\t

Provisional Admission Practices – Blending Access and Support to Facilitate Student Success<\/p>\t\t

This report examines provisional admission as an initiative that can expand four-year college access and success for students from economically disadvantaged backgrounds. Provisional admission policies and programs enable students to enroll at an institution under specific conditions. Students are often required to meet certain academic performance requirements, such as credit hour or GPA thresholds, and participate in academic support services. In this report, a mixed methods approach is used to provide a solid foundational understanding of provisional admission practices.<\/p>\n

Findings from our survey suggest that provisional admission may be an overlooked and underutilized initiative at many four-year colleges and universities, particularly public institutions. Fewer than three out of five survey respondents (57%) reported having a provisional admission program. Additionally, these programs were found to help academically under-prepared students persist to the second year at equal rates to their peers with stronger academic profiles upon enrollment. Despite being considered academically under-prepared upon enrollment, more than seven out of ten students in these programs complete the first year.<\/p>\n

The qualitative analysis from the data collected on the institutional site visits revealed that provisional admission programs helped:<\/p>\n