No abstract

Colleges and universities employ conditional admission policies to identify students with subpar academic qualifications, who may need additional support to succeed. Using institutional data of more than 2,000 students, the study applies labeling theory to a quasi-experimental design (difference-in-differences testing), measuring the effects of a new conditional admission policy. The policy did not affect grade point average, number of credits attempted, or persistence for students with lower academic credentials but yielded a 16% decrease in credits completed. The results of this study question the value of policies that label students as conditional admits without providing comprehensive support for those students.