Abstract
Academic probation policies place restrictions on low-performing college students, incentivizing them to improve their performance or leave the program.We examine the effect of an intensive academic probation policy that includes mandatory study time.Using a regression discontinuity analysis and administrative data from the U.S. Air Force Academy, we find that placement on academic probation increases performance without increasing attrition and increases completion of STEM degrees.These impacts are surprising in light of research showing increased attrition and shifts towards easier courseloads at other institutions, suggesting that more intensive interventions may help low-performing college students without discouraging program completion.