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Correlation analysis showed that experience abroad and holding a teaching certification had the strongest positive relationships with first-semester GPA, exceeding correlations with undergraduate GPA alone.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/factors-influencing-success-of-conditionally-admitted-students-in-graduate-tesol-programs/597935/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/factors-influencing-success-of-conditionally-admitted-students-in-graduate-tesol-programs/597935.png","ImageObject",300,407,{"name":42,"@type":43},"Indoniesian Boy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why do graduate TESOL programs consider conditionally admitted applicants?","Question",{"text":63,"@type":64},"Programs must decide whether applicants who fall short of admission criteria still show promise as future TESOL professionals. 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MICEK  \nOhio Dominican University, Columbus  \nSOONHYANG KIM  \nD’Youville College, Buffalo, NY  \nDANIEL A. WEINSTEIN  \nOhio Business College, Columbus  \nFactors Influencing Success of Conditionally Admitted Students in Graduate TESOL Programs  \nMany graduate TESOL programs grapple with whether to admit applicants who fall short of meeting established admission criteria yet who show promise as future TESOL professionals. This study examined key characteristics affecting the success of candidates admitted conditionally to graduate TESOL programs. Participants were 21 students who had been admitted conditionally to master’slevel TESOL programs at 2 faith-based universities. Correlations between several independent variables and success in those programs were studied. Experience abroad and holding a teaching certification had the highest positive correlations with academic success as measured by GPA in the 1st semester of course work. Previous ESL teaching experience had a respectable, yet smaller, correlation. All of these variables had higher correlations than undergraduate GPA. These findings suggest that considering undergraduate GPA in isolation is unlikely to result in informed decisions about conditional admits in graduate TESOL programs as there are many other factors that predict TESOL candidates’ success.  \nAnecdotal evidence suggests that candidates in graduate TESOL pro  \ngrams differ from candidates in undergraduate teacher-education pro  \ngrams in many ways. For one thing, they tend to be older, often applying to TESOL programs after being out of school for some time, discovering or affirming their interests in other cultures and languages, and deciding to make a career of these interests. Sometimes they are already teachers but want to add TESOL to their current teaching area in order to better serve English learners in their classrooms and/or make themselves more marketable. Despite their interest in, if not passion for, TESOL, some of these students were relatively unsuccessful as undergraduates, earning a grade point average (GPA) below the 3.0 that is usually required for admission into a TESOL graduate program. As the first two authors have directed master’s degree TESOL programs since 2004 and 2008, respectively, the authors have grappled with whether to admit applicants who fall short of meeting key admission criteria but otherwise show  \n182 • The CATESOL Journal 23.1 • 2011/2012  \npromise as future TESOL professionals. Students with an undergraduate GPA below 3.0 fall into the conditional admission category; they need to earn a B or higher in their 1st semester to lose their conditional status.  \nThe current study is intended to help TESOL program directors or admission personnel make informed admission decisions by examining what factors, in addition to undergraduate GPA, influence TESOL candidates’ academic success. It is important to examine key characteristics of successful TESOL candidates in order to select promising applicants during the initial prescreening stage through admission review. While there are studies of admission policies and practices in other disciplines to predict graduate students’ academic success, no such research, to our knowledge, exists in TESOL. This study seeks to address this gap in the literature. With little research on this topic in TESOL, indicators of student success in other master’s programs were reviewed to predict factors affecting success in TESOL graduate programs.  \nVarious studies have reported that undergraduate GPA and standardized test scores are strong indicators of success in graduate programs. Several studies of MBA programs found undergraduate GPA and Graduate Management Aptitude Test (GMAT) total score to have the strongest positive correlations with academic success in an MBA program as measured by graduate GPA (Ahmadi, Raiszadeh, & Helms, 1997; Braunstein, 2002; Fish & Wilson, 2007; Ragothaman, Carpenter, & Davies, 2009) . Halberstam and Redst","cbCair7ktQSDAX8W","https://ap.wps.com/l/cbCair7ktQSDAX8W","pdf",549231,12,"English","# Purpose and Research Gap\n## Participants and Study Design\n## Predictors of Success\n## Prior Admission Practices and Existing Literature\n## Role of Age and Motivation","[{\"question\":\"Why do graduate TESOL programs consider conditionally admitted applicants?\",\"answer\":\"Programs must decide whether applicants who fall short of admission criteria still show promise as future TESOL professionals. The study addresses how to make those decisions using more than undergraduate GPA.\"},{\"question\":\"How many students participated, and where were they admitted?\",\"answer\":\"The study included 21 students admitted conditionally to master’s-level TESOL programs at two faith-based universities.\"},{\"question\":\"Which factors showed the strongest positive correlations with academic success?\",\"answer\":\"Experience abroad and holding a teaching certification had the highest positive correlations with academic success, measured by first-semester course-work GPA.\"}]","Factors Influencing Success of Conditionally Admitted Students in Graduate TESOL Programs | PDF",1792085982]