Doing the Minimum: A Satisfactory Academic Progress Policy Intervention to Increase Community College Student Equity

• In Event: Sunday Roundtable Session 7:45 am
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Abstract

Every year, thousands of college students do not make satisfactory academic progress (SAP) and lose eligibility for federal student aid (John Burton Advocates for Youth, 2023). Answering calls of prior literature, this practitioner-led case study applies a Critical Race Theory framework to understand how one California community college changed their institutional SAP policy to be more equitable for students of Color and align with federal minimum standards. Results suggest that this policy shift produced greater percentages of students maintaining good SAP standing, successfully filing SAP appeals, remaining eligible for federal financial aid, and persisting at the institution. Implications for practice, policy, and research are addressed.

Authors

• Zach Taylor, John Burton Advocates for Youth

• Christina Tangalakis, Glendale Community College

• Sarah Pauter, John Burton Advocates for Youth