Defense Date

6-27-2025

Graduation Date

Summer 8-8-2025

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Educational Studies (General Education)

School

School of Education

Committee Chair

Gibbs Kanyongo

Committee Member

Tara Abbott

Committee Member

Susan Todhunter

Keywords

Pathway Program, Conditional Admission, Standardized Testing, English as Second Language, English Language Proficiency, International Admissions, Linguistic Minorities, Language Variation

Abstract

As U.S. universities face a declining domestic applicant pool, commonly referred to as the “enrollment cliff,” international student recruitment provides a practical strategy for offsetting domestic enrollment shortfalls. One such strategy for increasing international student enrollment is through the establishment of university pathway programs that grant conditional admission to international applicants who fail to meet English language proficiency requirements but are otherwise academically admissible. As a baseline program evaluation, this study utilized a quantitative methods approach employing logistical regression analysis to determine if incoming standardized English language proficiency test scores, English as a Second Language (ESL) course GPA, and student demographic factors were predictive of program completion as defined by graduation from the admitting academic program. Participants in this study were international graduate pathway program students. The findings of this study inform pathway program policymakers, administrators, and faculty as to the intricacies associated with such programs. In addition to corollary analysis the study allowed for insight into the dynamics of standardized testing, the complexities of second language acquisition, and potential underlying social justice issues.

Language

English

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