{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/120119"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/120119","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Assessing the impact of COVID-19 policies on academic probation","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","abstract_has_math":false,"creators":["Mason, Elizabeth Ariel"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Ward Hood, Denice","Adams, Gretchen","Zamani-Gallaher, Eboni","Dávila, Liv T","Baber, Lorenzo"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-05","date_published":"2023-05","updated_at":"2026-07-22T22:24:56Z","subjects":["Academic Probation","Covid","Higher Education"],"languages":["en","eng"],"rights":["Copyright 2023 Elizabeth Mason"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/120119","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ward Hood, Denice","Adams, Gretchen","Zamani-Gallaher, Eboni","Dávila, Liv T","Baber, Lorenzo"]},{"key":"dc:creator","label":"Author","values":["Mason, Elizabeth Ariel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2023-05","2023-04-27"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Academic Probation","Covid","Higher Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2023 Elizabeth Mason"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/120119"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","The student, Elizabeth Mason, accepted the attached license on 2023-04-26 at 19:54.","The student, Elizabeth Mason, submitted this Dissertation for approval on 2023-04-26 at 20:01.","This Dissertation was approved for publication on 2023-04-27 at 16:48.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19202 on 2023-09-01 at 16:55:39","Academic probation is considered a formal warning for students and institutions that a student is not performing at an acceptable level. During the COVID-19 pandemic, many institutions implemented “grade forgiveness” policies that allowed students to minimize the impact of particular courses on their grade point averages. Although there have been benefits for students, there were consequences as well. Primarily, because students were able to minimize the impact of poor grades on their grade point averages, students who may have performed at a level that qualified for academic probation did not receive the traditional services and supports because their grades did not reflect performance. The purpose of this research was to assess the impact of these grade forgiveness policies on academic probation in the semesters with policy changes and the semesters following. A convergent parallel mixed methods approach was utilized within Astin’s I-E-O model as a framework. There are three research questions being explored. 1. How did trends in academic standing change through the terms with the policy changes? 2. How did standards determining academic probation change during the period of policy changes? 3. How did support for students with academic struggles change during the terms with policy changes or the subsequent semesters? The qualitative data came from interviews with five academic advisors/administrators in the summer after traditional policies were reinstated for two continuous semesters. These practitioners indicated that during COVID-19, standards for academic probation did not change for the most part. The quantitative data examined were related to the usage of a pass-fail grading policy, academic probation rates and grades earned below a C. It was found that there was a sharp decrease in students on academic probation during the COVID-19 policies’ implementation. Most academic units did not make changes to academic probation standards during these terms. The official supports for students on academic probation didn’t change during the terms. Because of the lack of warning about academic performance, students struggling academically were not served at previous levels and an increase in academic probation and other academic problems occurred when the institution returned to traditional policies."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Assessing the impact of COVID-19 policies on academic probation"]}]}],"canonical_facts":{"dc:contributor":["Ward Hood, Denice","Adams, Gretchen","Zamani-Gallaher, Eboni","Dávila, Liv T","Baber, Lorenzo"],"dc:creator":["Mason, Elizabeth Ariel"],"dc:date":["2023-05","2023-04-27"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","The student, Elizabeth Mason, accepted the attached license on 2023-04-26 at 19:54.","The student, Elizabeth Mason, submitted this Dissertation for approval on 2023-04-26 at 20:01.","This Dissertation was approved for publication on 2023-04-27 at 16:48.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19202 on 2023-09-01 at 16:55:39","Academic probation is considered a formal warning for students and institutions that a student is not performing at an acceptable level. During the COVID-19 pandemic, many institutions implemented “grade forgiveness” policies that allowed students to minimize the impact of particular courses on their grade point averages. Although there have been benefits for students, there were consequences as well. Primarily, because students were able to minimize the impact of poor grades on their grade point averages, students who may have performed at a level that qualified for academic probation did not receive the traditional services and supports because their grades did not reflect performance. The purpose of this research was to assess the impact of these grade forgiveness policies on academic probation in the semesters with policy changes and the semesters following. A convergent parallel mixed methods approach was utilized within Astin’s I-E-O model as a framework. There are three research questions being explored. 1. How did trends in academic standing change through the terms with the policy changes? 2. How did standards determining academic probation change during the period of policy changes? 3. How did support for students with academic struggles change during the terms with policy changes or the subsequent semesters? The qualitative data came from interviews with five academic advisors/administrators in the summer after traditional policies were reinstated for two continuous semesters. These practitioners indicated that during COVID-19, standards for academic probation did not change for the most part. The quantitative data examined were related to the usage of a pass-fail grading policy, academic probation rates and grades earned below a C. It was found that there was a sharp decrease in students on academic probation during the COVID-19 policies’ implementation. Most academic units did not make changes to academic probation standards during these terms. The official supports for students on academic probation didn’t change during the terms. Because of the lack of warning about academic performance, students struggling academically were not served at previous levels and an increase in academic probation and other academic problems occurred when the institution returned to traditional policies."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/120119"],"dc:language":["en","eng"],"dc:rights":["Copyright 2023 Elizabeth Mason"],"dc:subject":["Academic Probation","Covid","Higher Education"],"dc:title":["Assessing the impact of COVID-19 policies on academic probation"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:56Z"}