Undermatching and the first-year experience: Examining effect heterogeneity

Abstract

Academic undermatching, which occurs when a student with the academic credentials to compete for admission to a selective school enrolls at a substantially less-selective institution, has increasingly gained the attention of policymakers and researchers as a potential reason for the nation's lower-than-desired college completion rate. The relationship between undermatching and college outcomes, however, is not well understood. Following up on a previous study that found undermatching had mixed effects on outcomes in first-year students' engagement, perceived gains, and satisfaction, this study examines if these relationships vary by race/ethnicity, parental education, and gender. Results indicate that the relationship between undermatching and the aforementioned outcomes differed by race/ethnicity and gender but not by parental education. Implications for policy and practice are discussed.