Students who have a GPA below 2.0 often receive notices from colleges warning them to improve their grades or risk losing financial aid and being dismissed from college. However, new research suggests that the way these notices are delivered may actually discourage students from pursuing higher education.
A recent report by California Competes, a nonpartisan policy and research organization, highlighted the negative impact of academic probation on students. The report was based on interviews with over 50 “comebackers” – students who returned to higher education after a break – from Shasta College and Sacramento State.
According to Su Jin Jez, the CEO of California Competes, students perceive academic probation as a message that they are not suited for higher education, rather than a wake-up call. This perception is exacerbated when automated notices do not provide clear guidance on how to improve academic performance.
One national study found that 1 in 5 first-year students receiving Pell Grants were at risk of losing their grants due to low GPAs. However, there is no specific data for California students in this situation, something that California Competes aims to change.
California Competes is calling for a task force to examine academic probation policies at public universities in the state and implement practices that support students. The organization also urges community colleges, CSUs, and UCs to address this issue, a step that is already underway.
According to Laura Bernhard, a senior researcher at California Competes, while implementing sweeping policy changes in California’s decentralized higher education system can be challenging, progress is being made. The University of California, for example, recently announced that it would adopt the term “academic notice” instead of “academic probation” to avoid negative connotations.
In a Q&A, Jez and Bernhard discussed their research findings and the changes they hope to see in California’s higher education system. They emphasized the need for more student-centered and supportive approaches to academic probation.
Automated notices sent to students about their GPA falling below 2.0 are often lengthy, complex, and use deficit-minded language. Bernhard suggests that these notices should be clear, concise, and supportive, offering students guidance on how to address their academic setbacks.
While nationally, 1 in 5 Pell Grant recipients have GPAs below 2.0, there is a lack of statewide data on this issue in California. California Competes believes that collecting and analyzing such data would be beneficial for understanding and addressing the problem.
There is growing recognition among campus leaders in California that reforming academic probation policies is crucial. California Competes is advocating for a statewide task force to coordinate efforts and drive systemic change in this area.
Jez and Bernhard encourage students on academic notice or probation to view it as a temporary setback, not a reflection of their abilities. They emphasize the importance of reaching out to their institutions for support and guidance in overcoming challenges.
Overall, California Competes aims to shift the narrative around academic probation from a punitive measure to a supportive intervention that helps students succeed in higher education.