This article addresses how colleges and universities can address the enrollment management challenges with historically underrepresented student populations through a campus-wide capacity building approach. Implications from the cultural, economic, and academic achievement gaps will be addressed to inform strategies and initiatives for college student access and success.
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A quantitative theoretical model of academic achievement, based on the concept of the Zone of Proximal Development (ZPD) is used to explore the origin and development of achievement discrepancies via the phenomenon known as the Matthew effect. This paper applies the model to explore the potential impact of various types of educational interventions and their anticipated effects on academic achievement as well as excellence and achievement gaps. Interventions tend to aggravate both type of gaps unless they are paired with countervailing curricular insufficiency that serves to limit the growth of the highest achieving students.
Building institutional capacity for college access and success: Implications for enrollment management
