%0 Journal Article
%T ¡°I Know That I Should Be Here¡±: Lessons Learned From the First
%A Lynn Okagaki
%A Rebecca Covarrubias
%A Ronald Gallimore
%J Journal of College Student Retention: Research, Theory & Practice
%@ 1541-4167
%D 2018
%R 10.1177/1521025116651635
%X 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
%K bridge programs
%K admissions policies
%K borderline applicants
%K performance
%U https://journals.sagepub.com/doi/full/10.1177/1521025116651635