Inequitable achievement: Different admissions criteria, same predictors of degree attainment

San Diego State University (SDSU) admits freshman under two different admissions criteria. This study examined the intra-institutional gaps in 6-year degree attainment of students admitted under the two different admissions groups. The research focused on the graduation of White, Hispanic and African American students. Specifically, this study examined the predictors of degree attainment for the fall 2001 freshmen cohort. Theoretical models of retention guided this study.;The research design includes the use of both descriptive and inferential statistics to examine hypotheses regarding student achievement. Quantitative analysis focused on extant data. Cross-tabulations identified graduation outcomes and binary logistic regression models identified predictors of graduation. Among the most significant or recurring predictors in the models were math aptitude, high school grade point average, living on campus and participation in a one-unit freshman seminar course.;A strengths-based qualitative inquiry supplemented the quantitative analysis. Interviews of African American, Hispanic and White students admitted as freshmen in fall 2001 enhanced the study. The participants gained admission to SDSU under the university's minimum admissions criteria and participated in graduation in spring 2007. The interviews explored students' perceptions of both institutional and personal factors that supported their persistence to graduation. Common supports identified through the analysis of the qualitative data included parental support, social capital, and personal qualities of self-determination and resilience.