Tag: GPA

  • Master’s with a Low GPA: Application Strategy

    Master’s with a Low GPA: Application Strategy

    At The Red Pen, we frequently encounter applicants who are uncertain about pursuing a master’s with a low GPA. It’s important to remember that the GPA alone does not define an applicant’s capabilities, potential, or future success. Additionally, it is a myth that applicants with a low GPA can only seek admission to unranked or less popular universities. According to the Council of Graduate Schools, many institutions follow holistic admissions practices, evaluating candidates on academic metrics alongside non-cognitive traits such as resilience, leadership, and creativity. For applicants considering a master’s with a low GPA, admissions committees often look beyond transcripts, particularly at progressive programmes that assess essays, recommendations, professional experience, and test scores with contextual sensitivity. Based on our expertise supporting postgraduate applicants, the following strategies can help you build a compelling application, even with a less-than-ideal academic record.

    Begin with an honest self-assessment before applying for a master’s with a low GPA

    Before applying, take a step back and evaluate your academic strengths and weaknesses with objectivity. For applicants pursuing a master’s with a low GPA, this self-assessment becomes especially important. If you are aiming for a master’s in computer science, highlight your strengths in programming, software development, or applied projects. At the same time, acknowledge weaker areas, including calculus or advanced mathematics, and outline how you plan to address them through targeted coursework, certifications, or professional experience. This level of self-awareness signals maturity, a growth mindset, and academic intent, qualities that postgraduate admissions committees consistently value.

    Holistically shortlist programmes when applying for a master’s with a low GPA

    Not all universities assign the same weight to academic grades. For applicants considering a master’s with a low GPA, it is essential to research how institutions evaluate candidates beyond transcripts. Universities such as Northeastern University, Lund University, and the University of Manchester often place strong emphasis on work experience, personal statements, and references alongside academic performance. Applicants should also reflect on their career stage, whether they are entering the workforce, changing fields, or building more profound subject expertise. Shortlisting programmes that align with current strengths and long-term goals increases the likelihood of success and ensures a stronger academic and professional fit. The best-fit programme is not always the highest-ranked; it is the one that recognises potential in context.

    Craft programme-specific narratives that put context first

    Avoid generic applications, particularly when applying for a master’s with a low GPA. Take time to understand each programme’s academic focus, teaching approach, and graduate outcomes, then tailor your narrative accordingly. One applicant targeting urban planning programmes across the US and the UK had a lower GPA but adopted a focused strategy. For data-intensive programmes, he highlighted his GIS expertise and analytical work. In sustainability-led courses, he foregrounded his experience in climate-impact projects. This approach helped contextualise academic performance within a broader profile of skills, knowledge, and long-term intent, allowing admissions committees to assess readiness beyond grades alone.

    Strengthen academic readiness with additional coursework

    Retaking challenging subjects or completing relevant coursework can significantly strengthen the academic readiness of applicants pursuing a master’s with a low GPA. Short, project-based courses with defined learning outcomes allow applicants to demonstrate mastery of the subject beyond their earlier grades. Certifications and bridge courses that emphasise applied learning are particularly effective in addressing gaps in foundational knowledge. Applicants should implement this learning in professional or research contexts and reference these outcomes in their statements or interviews. This signals initiative, discipline, and the ability to translate theory into practice, qualities that admissions committees value strongly at the postgraduate level.

    Emphasise professional experience

    In many cases, professional experience can carry significant weight in postgraduate admissions, particularly for applicants pursuing a master’s with a low GPA. Admissions committees often look for evidence of applied learning, responsibility, and progression that may not be reflected fully in academic transcripts. Whether through leading a project, managing operational challenges, or contributing across teams, professional achievements help demonstrate readiness for advanced study. One applicant to a project management master’s programme highlighted her role in developing a scheduling tool that reduced delays by 30 percent. This outcome illustrated leadership, initiative, and relevance, helping balance a modest academic record.

    Excel in standardised tests

    Strong performance on standardised tests such as the Graduate Record Examination (GRE) or the Graduate Management Admission Test (GMAT) can help reinforce academic preparedness, particularly for applicants with a low GPA pursuing a master’s. Competitive scores provide admissions committees with recent, comparable evidence of quantitative ability, analytical thinking, and subject readiness. We have worked with applicants who secured offers from selective postgraduate programmes despite lower academic averages, supported by strong test results that reassured committees of their capacity to manage rigorous coursework.

    Use references strategically

    References, or Letters of Recommendation, can add critical depth to an application, particularly for candidates pursuing a master’s with a low GPA. Strong referees provide context that transcripts cannot, offering insight into academic growth, intellectual curiosity, and professional maturity. Applicants should choose recommenders who are familiar with their journey and can speak credibly about progress over time. In one case, a professor described how an applicant retook a demanding course, achieved stronger results the second time, and later applied that knowledge in a professional co-op. Such detail lends credibility and reinforces evidence of readiness beyond grades.

    Address the GPA tactfully

    Applicants should avoid leaving a low GPA unexplained, particularly when applying for a master’s with a low GPA. If academic performance was affected by personal, financial, or health-related challenges, use the optional statement rather than the Statement of Purpose to provide a concise and factual context. The emphasis should remain on accountability, learning, and progression rather than justification. Admissions committees value applicants who demonstrate self-awareness and maturity in addressing setbacks. When framed thoughtfully, a lower GPA becomes one part of a broader academic journey rather than a defining limitation.

    How to approach a master’s with a low GPA

    What to Do How it helps
    Self-assess honestly Demonstrates self-awareness, a growth mindset, and a readiness to address academic gaps proactively.
    Holistically shortlist programmes Seek universities that value your overall profile, not just academic scores.
    Craft programme-specific narratives Highlights alignment with each programme’s unique focus, reframing your GPA within a broader context.
    Showcase additional coursework Proves academic readiness and ability to grasp new concepts through recent, relevant learning.
    Emphasis on professional experience Reveals leadership qualities, problem-solving, and real-world impact, which may outweigh grades.
    Excel in standardised tests like the GRE and GMAT Compensates for a low GPA and reassures admissions committees of your academic capabilities.
    Use references strategically Adds credibility and depth by having mentors vouch for your resilience and progress.
    Address low GPA tactfully Builds trust by providing mature, honest context without making excuses, showing how you’ve grown.

    If you are considering a master’s with a low GPA, the strength of your application will depend on how clearly you present your academic journey, professional experience, and progression. Grades are one part of the evaluation, but they are not the only factor admissions committees consider. Contact us if you need tailored guidance. At The Red Pen, we help applicants assess gaps, position strengths in context, and approach postgraduate applications with clarity and intent. Meanwhile, read our blogs: The Ultimate Checklist to Craft a Stellar Master’s Application Five Months Before the Deadline or Master’s vs PhD: Everything You Need to Know. 

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  • First-Gen Students More Likely to Drop Out Due to Low GPA

    First-Gen Students More Likely to Drop Out Due to Low GPA

    First-generation students make up half of all undergraduates, but only one quarter of them retain and graduate with a degree.

    A recent study from the National Bureau of Economic Research analyzed first-generation student data against that of their continuing-generation peers to identify gaps in the classroom that may be hindering their success. Researchers found that first-generation students who received lower-than-expected grades in their first term were more likely to leave college entirely compared to their peers who also underperformed but utilized other pathways to continue in higher education.

    The findings point to a need for additional support resources to help first-generation students understand academic recovery opportunities—including course withdrawal and switching majors—to promote persistence to graduation.

    Digging into data: The study relies on transcript data from 145,000 first-year students at Arizona State University from 2000 to 2022, as well as survey data fielded during the 2021–22 academic year.

    Researchers found that parental education is a significant predictor of a student’s academic success, even when controlling for a variety of characteristics, including demographics, household income, major choice and early college performance.

    One distinguishing factor between continuing and first-generation students was their use of academic policies to protect their grades. First-generation students were less likely to change their majors or withdraw from courses, strategies that some students deploy to save their GPAs. They were also less likely to know their peers or turn to family members for support when faced with academic challenges, researchers wrote.

    “First-generation students who encounter negative grade events have about a 40 percent likelihood of dropping out, which is around five percentage points higher than observationally identical continuing generation students who face the same academic setback,” according to the study. “Rather than dropping out, we find that continuing-generation students who face academic difficulties in their first year are more likely to switch majors.”

    Researchers surveyed students to understand how their academic perceptions and outcomes could influence their retention. Results showed that first-generation students were more likely to consider poor grades as detrimental to their success or a signal of their academic failure, which might push them to drop out.

    One example of this was the decision to switch majors. While all students were more likely to switch majors if their first semester grades fell below a 3.0 GPA, continuing-generation students were much more likely to switch their major because of lower grades; first-generation students were more inclined to remain in their major even with poor grades.

    Researchers hypothesized that first-gen students may be less likely to switch majors because they have a less differentiated perspective on major earnings, meaning they expect similar earnings after graduating college regardless of their major. Therefore, poor grades in one major would mean poor outcomes in all fields—not just that particular program.

    Survey Says

    A 2025 Student Voice survey by Inside Higher Ed and Generation Lab found that 55 percent of first-generation students said one of their top reasons for deciding to attend college was to pursue a specific career or profession.

    First-generation students were slightly more likely to say they enrolled to increase their earning potential or to achieve a personal goal, compared to their continuing-generation peers.

    One solution: As part of the study, researchers evaluated Arizona State University LEAD (Learn Explore Advance Design), a program that supports incoming students with lower grades or test scores. LEAD participants complete special first-year courses that focus on durable skills including time management and offer smaller class sizes and more interaction with faculty. The program also has dedicated staff and peer mentors who support incoming students.

    Data shows the program effectively helped students learn to navigate the university; participants had a slightly higher GPA and reported a greater sense of belonging and positive mental health. LEAD students were also more likely to switch majors and less likely to declare an undecided major, signaling to researchers that the program improved students’ cultural capital and flow of information.

    Related Research: First-generation students can be left behind in the classroom because they’re unaware of the “hidden curriculum,” or unspoken norms and processes involved in navigating higher education.

    Similarly, one research project found that first-generation students were less aware of conduct systems and how to interpret the student handbook, which could result in disproportionate disciplinary action.

    Read more here.

    How does your college help first-generation students navigate the hidden curriculum? Tell us more here.

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  • Texas State Helps Students Bounce Back From 2.0 GPA

    Texas State Helps Students Bounce Back From 2.0 GPA

    As more colleges and universities consider initiatives, processes and policies to create a more student-focused campus, they are zeroing in on two areas of concern: academic probation and academic recovery.

    A growing body of research highlights the way negative life experiences and competing priorities impact students’ academic achievement, sometimes exerting a stronger influence than prior academic preparation.

    Texas State University has established a new initiative, Bobcats Bounce Back, to help students whose grades have fallen below a 2.0 learn self-efficacy, resiliency and strong study skills.

    The background: The university has a goal of increasing its first-year retention rate from 77 percent in 2012 to 85 percent by 2025, said Cynthia Hernandez, vice president for student success. Early on, officials recognized that the institution lacked a strong academic recovery program, so Hernandez and her team prioritized devising a proactive solution to reduce the number of students who fell into poor academic standing.

    Since 2009, the university’s policy has been that students who fall below a 2.0 cumulative GPA must meet with an academic adviser at least once a semester. The intervention has proven mostly successful, in that some students have moved back into good academic standing—though not everyone has, said Jason O’Brien, assistant director for academic engagement at Texas State.

    An analysis of institutional data revealed that students who improved their academic trajectory used support services at least once a month, or four times per term.

    “If students are [showing up], I know they’ve got the time and they’ve got a goal, they know what they’re working on,” O’Brien said. The challenge is getting each student to be proactive and engage early, not wait until the end of the semester, before finals.

    Using institutional data, Texas State leaders revamped academic probation requirements to encourage students to make at least four connections with support services each semester; those who don’t, receive personalized outreach.

    How it works: In the Bobcats Bounce Back program, students with a 2.0 GPA or lower are asked to participate in at least four support services, which could include success coaching, tutoring or a student success webinar. Students must meet with an academic adviser for at least one of their mandatory check-ins and they receive weekly communication from the office of academic engagement to encourage them to meet their goals.

    A few weeks into the term, O’Brien’s team runs a report that identifies students on academic probation who have yet to engage with a support office. Students who live off-campus receive communication from the academic engagement team and those in the residence halls receive outreach from their residence life director.

    “We’re not asking, ‘How are your classes going?’” O’Brien said. “We’re saying, ‘How are you doing? What’s going on in [your] life right now? Do you feel safe? Are you able to eat? Do you have any needs that aren’t met? Is your family OK?’ We’re trying to make sure that all of those basic needs, all that it takes to be a successful human is on track, and then from there we move on to, ‘OK, talk to me about classes.’”

    The aim is to be human-centered and conversational in order to learn from the student and bridge any gaps in services and resources the university can provide to promote student success.

    Sometimes this means helping students understand ways to correct their academic transcript, such as repeating a course or asking for an administrative withdrawal when relevant.

    “We make a lot of asset-based assumptions,” O’Brien said. “My assumption is that no student is choosing to fail a course; they are choosing to be successful in something else out of necessity,’” which could include prioritizing their health, caring for a family member or working extra hours to make ends meet. “What we want to do is find out about those early enough to prevent it from impacting a transcript.”

    The impact: During the inaugural program term in fall 2024, Bobcats Bounce Back supported 1,706 undergraduates; this term it is assisting 2,579 students. (Most academic recovery programs see higher rates of participation in the spring term because first-year students are most likely to face academic challenges in their first term, which can dramatically impact their GPA, O’Brien said).

    During fall 2024, Bobcats Bounce Back participants engaged, on average, with support resources 3.11 times, up 270 percent compared to students on academic probation in 2023 (who averaged .84 engagements). The university also saw a 3 percent increase in the number of students who regained good academic standing from fall 2023 to fall 2024, and a 7 percent decrease in academic suspensions.

    At the 12-week mark in spring 2025, average engagements among students on academic probation were up 74.8 percent, from 1.31 to 2.29.

    The data illustrates the program’s success so far, and O’Brien believes it’s due in part to their responsiveness to student needs. As the program has grown, more students are willing to seek out the office and engage. “They’re starting to have faith in us and ask for the support they need,” O’Brien said.

    Program participants also have an opportunity to submit a guided reflection, called a B3 Field Note, every four weeks to build their socioemotional skills. Each prompt is rooted in research-backed strategies to improve academic self-efficacy and engagement. O’Brien has been amazed at the thoughtful responses he’s seen thus far and plans to conduct a critical discourse analysis project to identify students who may need additional support based on their field note submissions.

    In the future, college leaders hope to target additional students who may be at-risk, but haven’t quite fallen below the 2.0 cumulative GPA threshold, a group Hernandez called the “murky middle.”

    If your student success program has a unique feature or twist, we’d like to know about it. Click here to submit.

    This article has been updated to clarify average engagement rates for program participants in fall 2024 and how that growth compared to the previous fall.

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