In 2007, one of Chile´s largest public universities, the University of Santiago at Chile (USACH), introduced a college-preparatory and special admissions program directed at talented students from highly disadvantaged economic backgrounds who are not likely to be accepted in selective universities due to test scores. However, these students have high GPA’s in high school. The initiative, called Propedéutico, has since been adopted by 16 other public and private institutions establishing a network of universities with similar programs.

The Propedéutico program was inspired by the Texas Top Ten Percent Plan, a law that allows the top 10 percent of a high school graduating class automatic admission to any public university in the state. While their legal motivations differ, the two programs are based on the same selection principle: students who are at the top of their graduating class should be granted the opportunity to access a university education. While research on the percent plans has yielded mixed results, an admissions system based on factors other than test scores has caught the attention of countries outside the U.S. interested in programs aimed at increasing college access for traditionally underrepresented students. In Chile, the 2011 student protests have put this concern on the political agenda, creating a policy window to examine these programs for potential national expansion. Through this research we aim to provide empirical evidence on the effectiveness of college access programs like the Propedéutico.

Using a mixed-methods design, this analysis explores whether the Propedéutico program increases the college persistence of low-income students who enroll in selective universities in Chile. In particular, our quantitative analysis uses a quasi-experimental research design, propensity score matching, to estimate persistence outcomes that include college GPA, accumulated credits, and course failure rate. We use student level administrative data from three selective universities across Chile, as well as data from the country’s centralized college application and selection system to perform these analyses. The qualitative analysis, based on 25 semi-structured one-on-one interviews with program participants, aims at providing a more comprehensive portrait of student academic trajectories.

Preliminary results indicate that although students from the Propedéutico program have a mean cumulative GPA lower than that of their peers who entered college through the regular admissions system, most students still meet the institution’s academic requirements to remain in the institution. Evidence from student interviews suggests the program plays a critical role in preparing disadvantaged students for college, while at the same time shedding light on the personal challenges these students face when transitioning from high school to university. In addition, students report that, as they advance in university, their self esteem and academic abilities improve.

This research contributes to the field of education policy by incorporating new data that examines transitions to and persistence in college of low-income students in Latin America. Moreover, this analysis provides new empirical evidence for countries dealing with growing demands for increased opportunities in higher education.