Date of Award

Spring 3-2012

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Lynda Leavitt

Second Advisor

Dr. John Oldani

Third Advisor

Dr. Graham Weir

Abstract

This paper explores several research questions that identify differences between conditionally admitted students and regularly admitted students in terms of achievement results at one institution. The research provides specific variables as well as relationships including historical and comparative aggregate data from 2009 and 2010 that indicate evidence related to student achievement. This paper examined several research questions related to any possible differences between conditional admission and student achievement. This was a quantitative study that provided results indicating that the conditional admit population ended with a first-year overall institutional Grade Point Average in the 70th percentile and the regularly admitted population ended with a first-year Grade Point Average in the 80th percentile. Although much speculation has been devoted to concerns over the success of conditional admit programs, there exists a lack of current empirical data documenting the extent, if it exists, of the success or failure of conditionally admitted students. This study was designed to investigate evidence of the existence, persistence, and degree of success by monitoring a sample of 519 conditionally admitted students over 2 years. Investigation of student grade point averages and college entrance examination results were compared, co-curricular participation, and academic enrichment and support were investigated. In the last two years significant changes were implemented in the day admissions program. First, admissions standards increased, and second, the implementation of the conditional admissions contract. In addition, the level of academic intervention and support provided from the Office of First Year programs and Office of Student and vi Academic Support Services largely contributed to the success of the 2.0 benchmark. There was a 10% increase in the number of conditional admits that academically fell into the GPA range of 2.0 or higher from 2009 and 2010, and a 14% increase between the years of 2008 and 2010. Furthermore, the increase in the overall percentage is a clear indication that the conditional admit intervention programs continues to improve in addressing the individual needs of those admitted on a conditional basis. Results included evidence that the academic success rates are higher for students that are regularly admitted versus those that are conditionally admitted.

Rights

Copyright 2012

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