ABSTRACT
Teaching in a time of declining resources in institutions of higher education, we grapple with how priorities are to be set for the limited resources available. Most vulnerable are those students labeled “underprepared” by the colleges and universities. Should we argue that the limited resources available ought to be used to support these students through their undergraduate years? And, if we decide that we want to do that, what evidence of their potential for success can we provide that will justify the use of these resources? Through longitudinal research that follows students who have been so labeled over all their college years we can begin to find answers to these questions.
