The Graduation Threshold: A Comprehensive Analysis of Minimum GPA Requirements and Their Impact on Academic and Professional Success

Introduction: Beyond the Number – Deconstructing the Role of GPA in Academic Attainment

The Grade Point Average, or GPA, is a standardized numerical representation of a student’s academic performance, a metric that has become a cornerstone of the American education system.¹

Calculated by assigning point values to letter grades and averaging them based on course credits, the GPA provides a comprehensive snapshot of a student’s overall academic achievement.²

It is a figure that tracks progress, proves academic ability, and serves as a critical gatekeeper for a vast array of educational and professional opportunities, from college admissions and scholarship eligibility to career prospects.¹

The query—”what is the lowest GPA you can graduate with?”—is therefore one of fundamental importance to any student navigating the pressures of academic life.

While a simple numerical answer often exists, it represents merely the absolute floor of academic acceptability.

This report will demonstrate that the concept of a minimum graduation GPA is not a single, static number but rather a complex ecosystem of rules, exceptions, and profound consequences.

The true answer is contingent upon a multitude of factors, including the level of education, the specific institution, the chosen program of study, and a student’s future aspirations.

A GPA that allows for graduation from one program may be insufficient for admission into another, and a performance that meets the bare minimum for a diploma may close doors to future opportunities.

The purpose of this report is to provide a definitive, multi-layered guide that demystifies the minimum graduation GPA.

It will dissect the “hard rules”—the specific numerical thresholds required to earn a diploma or degree at each educational level—and explore the “soft rules,” the contextual factors and programmatic variations that can significantly alter these requirements.

Furthermore, this analysis will detail the institutional mechanisms that are triggered when a student’s performance falls below these standards, outlining the pathways to academic recovery that are available.

Finally, the report will examine the long-term implications of one’s final academic standing, assessing how a graduating GPA, whether high or low, influences the trajectory of a graduate’s future academic and professional life.

This comprehensive exploration will proceed in a structured manner.

Section 1 will establish the foundational, baseline GPA requirements across the educational ladder, from high school through doctoral studies.

Section 2 will delve into the contextual variables, examining how specialized fields of study and international standards create a more nuanced and demanding landscape.

Sections 3 and 4 will shift focus to the institutional safety nets, providing a detailed guide to academic standing policies, the consequences of poor performance, and the robust support systems and recovery policies, such as grade forgiveness, that universities have in place.

Lastly, Section 5 will analyze life after graduation, evaluating the lasting significance of a student’s final GPA on graduate school admissions and career success, supported by statistical evidence.

By navigating this complex terrain, this report aims to equip students, parents, and educators with the knowledge necessary not merely to meet the minimum, but to understand the system well enough to achieve true and lasting success.

Section 1: The Absolute Minimum: Graduation GPA Requirements Across the Educational Ladder

The American educational system is built upon a tiered structure of achievement, with each level possessing its own set of standards for successful completion.

The Grade Point Average serves as a primary gatekeeper at each of these transitions.

While specific regulations can vary, a clear pattern of minimum expectations emerges from a review of institutional and state-level policies.

This section establishes the baseline GPA requirements for graduation at each major educational stage, from the high school diploma to the doctoral degree, providing the direct, data-supported answers to the core question of the minimum academic threshold for advancement.

1.1 High School Diploma: The Baseline Standard and State-Level Nuances

For the vast majority of students, the first encounter with a formal graduation requirement tied to GPA occurs at the high school level.

The most common threshold established by school districts and states across the country is a cumulative GPA of 2.0 on a 4.0 scale, which is equivalent to a “C” average.⁶

This 2.0 standard often serves a dual purpose; it is not only a requirement for earning a diploma but is also frequently the minimum level of academic performance necessary to participate in extracurricular activities, including athletics and other school-sponsored clubs.⁶

However, it is crucial to understand that high school graduation requirements are not federally mandated.

Instead, they are determined at the state and local school district levels, leading to significant variation across the country.⁷

While most states mandate a specific number of course credits in core subjects, a minimum GPA is not always a state-level requirement.

For example, states like California and Georgia specify the number and type of courses students must complete—California requires three years of English and two years of mathematics, while Georgia mandates a total of 23 course units across various subjects—but the 2.0 GPA requirement is often a local district policy.⁶

In Texas, the primary graduation track, the Foundation High School Program (FHSP), does not specify a state-mandated GPA, focusing instead on course credits and end-of-course assessments.⁸

Yet, within the same state system, a specialized pathway like the Texas First Early High School Diploma Program requires a more stringent 3.0 GPA.¹⁰

This illustrates a critical principle that persists throughout higher education: GPA requirements are often tied to specific programs, honors, or specialized pathways, not just to the basic diploma.

This leads to an important distinction that students and families must recognize: the gap between the GPA required for graduation and the GPA required for future opportunities.

While a 2.0 GPA may be sufficient to earn a high school diploma, it is generally considered insufficient for direct admission into most four-year colleges and universities.

These institutions typically expect applicants to have a high school GPA of at least 3.0, or a “B” average, to be considered competitive candidates.⁶

This “graduation vs. opportunity” gap introduces a recurring theme in academic planning.

Meeting the absolute minimum requirement is a necessary first step, but it does not, by itself, guarantee eligibility or readiness for the next stage of the educational journey.

A student with a 2.0 GPA may graduate but find their post-secondary options severely limited, often to community colleges or trade schools rather than four-year universities.

1.2 Associate Degree (Community College): The Common 2.0 Mandate

Upon entering post-secondary education, the 2.0 GPA standard solidifies as a near-universal institutional mandate for undergraduate credentials.

Across a wide survey of community colleges, the minimum cumulative GPA required to earn an associate degree or a technical certificate is consistently set at 2.00.¹¹

This “C” average represents the institutional benchmark for satisfactory completion of a program of study.

Institutions like Lorain County Community College and Stanly Community College explicitly state that a cumulative GPA of 2.0 is a universal requirement for all associate degrees and certificates.¹²

At Stanly, students who fail to meet this 2.0 threshold are not permitted to participate in the graduation ceremony, highlighting the non-negotiable nature of this standard.¹²

While the 2.0 cumulative GPA serves as the institutional floor, two important layers of complexity exist.

First, specific programs—particularly those designed for seamless transfer to four-year universities—may impose higher standards.

For example, the Dual/Joint A.A./B.A. degree program at Queensborough Community College, which operates in partnership with Queens College, requires students to maintain a 2.75 GPA in all courses applicable to the degree.¹¹

This elevated requirement is a direct result of the academic expectations of the partnering four-year institution, demonstrating how articulation agreements can influence graduation standards at the community college level.

Second, in addition to the overall cumulative GPA, many programs enforce course-level grade requirements.

An institution may require a student to earn a minimum grade of “C” or better in all courses that are part of their major or are prerequisites for other required courses.¹¹

This policy prevents a student from graduating with a 2.0 GPA that was achieved by balancing “A”s in general education electives with “D”s in critical, major-specific subjects.

For instance, a student in a science-focused associate degree program might pass a biology course with a “D,” but that course may not count toward the degree requirements, forcing the student to retake it to earn a “C” or higher.

This ensures that graduates have demonstrated at least a basic level of competency in the core components of their field of study, not just an acceptable average across all coursework.

1.3 Bachelor’s Degree: The Universal 2.0 Floor and the Crucial Distinction of the Major GPA

The transition from a two-year to a four-year institution does not fundamentally alter the minimum threshold for an undergraduate degree.

The vast majority of American universities mandate a minimum cumulative GPA of 2.0 for the conferral of a bachelor’s degree.¹⁶

This standard is firmly embedded in university policy.

American Public University System, for example, makes the stakes exceptionally clear: a student who completes all required courses but possesses a cumulative GPA below 2.0 will be issued a letter of program completion but will not officially earn the degree or certificate.¹⁶

This policy underscores that the 2.0 GPA is not a guideline but a rigid, non-negotiable prerequisite for graduation.

However, the bachelor’s degree introduces a critical and often overlooked layer of complexity: the “major GPA.” In addition to maintaining a cumulative 2.0 GPA across all coursework, students are typically required to achieve a separate, and sometimes higher, GPA calculated solely from courses within their declared major.¹⁵

It is entirely possible for a student to have a cumulative GPA above 2.0 but be ineligible for graduation because their performance in major-specific courses falls below the departmental standard.

This major GPA requirement can be 2.0, but in more competitive or rigorous departments, it may be set at 2.5 or even higher.¹⁸

This policy ensures that a graduate has demonstrated not just general academic adequacy, but also specific competence in their chosen field of specialization.

This leads to a nuanced understanding of what constitutes a “passing” grade.

While a grade of “D” (equivalent to 1.0 on a 4.0 scale) is often defined as the minimum passing grade for an individual course, allowing a student to earn credit, its utility is limited.¹⁵

Accumulating too many “D” grades, even while earning “A”s and “B”s in other courses, can make it mathematically impossible to maintain the required 2.0 cumulative GPA.

Furthermore, the “D” grade is often insufficient for major-specific requirements.

Many departments stipulate that all courses required for the major, as well as any prerequisite courses for advanced study, must be completed with a grade of “C” or better.¹⁵

A student who earns a “D” in a foundational course for their major would likely need to repeat the course to earn a higher grade before they could advance in the curriculum or have the course count toward their degree.

This system of layered requirements—cumulative GPA, major GPA, and minimum course grades—creates a robust framework designed to ensure a baseline of both broad and specialized academic achievement for all bachelor’s degree recipients.

1.4 Master’s Degree: The Standard 3.0 Requirement for Graduate-Level Completion

Entry into graduate education marks a significant elevation in academic expectations, a shift that is clearly reflected in the minimum GPA required for graduation.

For master’s degree programs, the nearly universal standard for graduation is a cumulative GPA of 3.0 on a 4.0 scale.²⁰

This “B” average is not merely a suggestion but a firm requirement for satisfactory academic performance at the graduate level.

Institutions like the University of Texas at Austin and California State University, Northridge, explicitly state that a 3.0 GPA is the minimum for degree conferral.²¹

This higher threshold is reinforced by additional grade-specific regulations.

Many graduate programs stipulate that no grade below a “C” can be counted toward the formal degree plan.²³

This policy prevents a student from using a high grade in one course to compensate for a substandard performance in another core course, ensuring a consistent level of competence across all required subjects.

A grade of “C-” or “D,” while potentially a passing grade at the undergraduate level, would typically not earn credit toward a master’s degree.

Furthermore, the 3.0 GPA is not just a final hurdle for graduation; it is a standard that must be continuously maintained throughout the student’s tenure in the program.

Graduate schools closely monitor academic progress, and falling below the 3.0 threshold can have immediate and severe consequences.

At the University of Arizona, for instance, a graduate student whose cumulative GPA drops below 3.0 for two consecutive semesters will be academically disqualified from the university.²⁰

This illustrates the high stakes of graduate study, where sustained “B” average work is the expectation, not the exception.

This rigorous standard reflects the fundamental purpose of a master’s degree: to certify a high level of mastery in a specialized field, well beyond the foundational knowledge of an undergraduate education.

1.5 Doctoral (Ph.D.) Degree: Upholding a 3.0+ for Terminal Degrees

The academic standards for the highest level of university education, the doctoral degree, are consistent with those at the master’s level.

The minimum cumulative GPA required to graduate with a Ph.D. is overwhelmingly a 3.0.²⁴

This standard serves as the academic floor that a student must meet to be eligible for the key milestones of a doctoral program, including passing comprehensive examinations, being formally admitted to degree candidacy, and ultimately being awarded the Ph.D..²⁵

While a 3.0 GPA is the common university-wide minimum, it is important to recognize that individual departments and graduate programs possess the authority to establish even higher standards.²⁵

A specific doctoral program, particularly in a highly competitive field, may require its students to maintain a GPA of 3.3 or 3.5 to remain in good standing.

This departmental discretion allows programs to tailor their academic expectations to the specific rigors of their discipline.

The establishment of a 3.0 minimum for both master’s and doctoral degrees is rooted in a clear institutional philosophy.

This standard is not arbitrary; it signifies a fundamental shift in the definition of academic success.

At the undergraduate level, a 2.0 GPA, or a “C” average, is often defined as “adequate” performance, sufficient for demonstrating comprehension of a broad curriculum.¹⁹

Graduation with a bachelor’s degree certifies the successful completion of this foundational stage of learning.

In contrast, graduate education is designed for students who aim to become experts and knowledge creators in their fields, whether as advanced practitioners or as researchers conducting original scholarly work.

Consequently, the institutional expectation shifts from “adequate” comprehension to “good” or “excellent” mastery.

As defined by institutions like Georgetown University, a “B” average (3.0) represents “good” work.¹⁹

The 3.0 GPA floor therefore acts as an essential checkpoint, ensuring that only those students who consistently demonstrate this higher level of proficiency are permitted to advance and earn a terminal degree.

This standard upholds the integrity of advanced degrees, certifying that their holders have met a rigorous and sustained benchmark of academic excellence.

For any student aspiring to graduate school, this distinction is paramount; the undergraduate passing standard of 2.0 is wholly insufficient for their future goals.

They must perform at the graduate-level standard of 3.0 or higher while still an undergraduate to be a viable and competitive applicant.

Section 2: The Contextual GPA: How Institution and Program Shape Academic Standards

While the 2.0 standard for undergraduate degrees and the 3.0 standard for graduate degrees provide a foundational framework, these numbers do not exist in a vacuum.

The minimum required GPA is a dynamic figure, heavily influenced by the specific context of the institution and the chosen program of study.

High-demand fields with professional accreditation, such as engineering, nursing, and business, often impose significantly higher academic thresholds than the general university minimum.

Furthermore, in an increasingly globalized academic landscape, understanding how the U.S. GPA system compares to international standards, like the British degree classification system, is essential for a complete picture.

This section explores these critical variables, demonstrating that where and what one studies can dramatically reshape academic expectations.

2.1 The Rigor Requirement: Elevated GPA Thresholds in Engineering, Nursing, and Business

For students entering professionally accredited and highly competitive fields, the general university minimum GPA for graduation is often irrelevant.

The true bar is set much higher, beginning with the admissions process and continuing throughout the program.

These fields demand a level of academic rigor and performance that far exceeds the baseline “C” average.

Engineering: Engineering programs are known for their demanding curricula, and their GPA requirements reflect this.

For admission into an undergraduate engineering program, colleges typically expect a high school GPA of at least 3.0.²⁸

At the graduate level, a minimum undergraduate GPA of 3.0 is a common prerequisite for master’s programs.²⁸

For those pursuing the highest levels of study, the expectations are even more stringent.

Top-tier institutions like the University of California, Berkeley, require a minimum 3.0 GPA in upper-division technical courses for admission but strongly recommend a 3.5 GPA in any prior graduate work for applicants to their doctoral programs.³⁰

This demonstrates a clear expectation of “B+” to “A-” level work for advanced study in the field.

Nursing: The field of nursing is exceptionally competitive, with admission standards that are among the highest in any undergraduate discipline.

While most nursing schools state a minimum GPA requirement of 3.0 for admission, the reality for applicants is much more demanding.

More competitive programs frequently expect GPAs of 3.8 or higher.³¹

A comprehensive review of nursing programs in California reveals that the average GPA of admitted students is consistently in the 3.5 to 4.0 range.

For example, Sacramento State reported an average admitted GPA of 4.00, while San Diego State reported an average of 3.92.³²

These figures indicate that to be a successful applicant, a student must perform at the highest academic level, as a “B” average, while respectable in other fields, would be largely non-competitive for admission to most nursing programs.

Business (MBA): Master of Business Administration (MBA) programs, particularly at top-ranked schools, also set a high bar.

The most prestigious programs generally look for applicants with an undergraduate GPA of at least 3.5.³³

While a wide array of MBA programs exist that will consider applicants with lower GPAs—some with minimums of 2.5 or even 2.25 ³⁴—the average admitted GPAs at elite business schools like the University of Michigan’s Ross School of Business and New York University’s Stern School of Business are consistently around 3.5 or higher.³⁵

For example, the admitted class profile for the Michigan Ross BBA program shows an average high school GPA of 3.94, while the full-time MBA program at NYU Stern reports an average undergraduate GPA of 3.64 for its entering class.³⁷

The following table synthesizes these findings to provide a clear visual contrast between the general university minimums and the elevated standards in these specialized fields.

Educational Level/Field	General Minimum Graduation GPA	Typical Minimum Admission GPA for Program	Average GPA of Admitted Students (at competitive programs)
Undergraduate	2.0 16
Engineering	2.0 (University-wide)	3.0 (High School GPA) 28	Varies, but significantly above 3.0
Nursing	2.0 (University-wide)	3.0 (often with 3.5+ recommended) 31	3.5 – 4.0 32
Business (Undergrad)	2.0 (University-wide)	N/A (often direct entry)	3.94 (Michigan Ross BBA) 38
Graduate	3.0 22
Engineering (Master’s/PhD)	3.0 (University-wide)	3.0 (Undergrad GPA) 28	3.5+ (recommended for PhD) 30
Business (MBA)	3.0 (University-wide)	2.5 – 3.0 (varies widely) 34	3.5 – 3.6+ (at top schools) 33

This data reveals that minimum GPA requirements are not merely academic benchmarks; they also function as powerful market signals.

The elevated thresholds in fields like engineering, nursing, and business are a direct reflection of the supply and demand dynamics within higher education.

These programs are characterized by high volumes of applicants competing for a limited number of enrollment slots, particularly in programs that require clinical placements or specialized laboratory facilities.

In this context, a high GPA serves as an efficient, low-cost screening mechanism for admissions committees to manage a large and competitive applicant pool.³⁹

It allows them to quickly filter for candidates who have already demonstrated a high probability of success in a demanding academic environment.

Furthermore, these heightened standards act as an institutional risk management strategy.

For programs leading to professional licensure, such as nursing, a student’s failure to complete the program or pass licensing exams can have serious repercussions for the institution’s accreditation status and public reputation.

By setting a high GPA bar for entry, universities mitigate this risk, selecting students with a proven track record of academic discipline and excellence.

Therefore, students must understand that the GPA required for their desired major is not set in a vacuum.

It is a dynamic figure influenced by the popularity of the field, the capacity of the program, and the professional stakes involved.

This understanding explains why a 2.8 GPA might be perfectly acceptable for graduation in one major, while being entirely non-competitive for admission into another at the very same university.

2.2 A Global Benchmark: Comparing the U.S. GPA to International Degree Classifications

In an increasingly interconnected world, students often consider opportunities for study or work abroad, making it essential to understand how the U.S. GPA system compares to international grading standards.

One of the most common points of comparison is the British undergraduate degree classification system, which evaluates student performance based on percentage scores rather than a cumulative 4.0 scale.⁴¹

The British system categorizes degrees into several distinct tiers of honors:

• First-Class Honours (a “First”): Awarded for achieving an overall mark of 70% or higher, this is the highest academic honor. It is generally considered equivalent to a U.S. GPA in the range of 3.7 to 4.0 and signifies exceptional academic performance.⁴¹
• Upper Second-Class Honours (a “2:1”): Awarded for marks in the 60-69% range, this is roughly equivalent to a U.S. GPA of 3.3 to 3.7.⁴² The 2:1 is widely regarded as the standard for a “good” degree in the UK and is often the minimum requirement for entry into postgraduate programs and for many graduate-level employers.⁴¹
• Lower Second-Class Honours (a “2:2”): Awarded for marks between 50-59%, this classification is approximately equivalent to a U.S. GPA of 2.7 to 3.2.⁴² While a respectable achievement, a 2:2 may limit a graduate’s options for further study and certain professional paths.
• Third-Class Honours (a “Third”): Representing marks from 40-49%, this is the lowest honors classification and corresponds to a U.S. GPA of roughly 2.0 to 2.6.⁴¹

A key philosophical difference exists between the two systems.

The U.S. GPA is typically a cumulative average that includes grades from a student’s entire undergraduate career, from the first semester to the last.⁴⁴

In contrast, the final British degree classification is often calculated with a heavy weighting toward performance in the final two years of study.⁴²

This reflects a different pedagogical philosophy, one that prioritizes a student’s ultimate level of mastery and intellectual maturity over their average performance across their entire time at university.

It is critically important for students to recognize that there is no single, official conversion chart between the U.S. GPA and UK classifications.

The process is not standardized, and individual institutions on both sides of the Atlantic apply their own equivalency standards when evaluating international applicants.⁴²

For example, when considering applicants for postgraduate study, University College London (UCL) may equate a 2:1 to a 3.3 GPA, while the London School of Economics (LSE) might require a 3.5 GPA for the same classification.⁴³

Similarly, an American graduate program evaluating a British applicant will use its own internal metrics to translate a “First” or a “2:1” into a comparable GPA.

This variability means that students with international academic credentials must research the specific conversion practices of each institution to which they apply.

Section 3: Navigating Academic Difficulty: A Guide to University Standing Policies

When a student’s Grade Point Average falls below the established institutional standards, a formal, structured process is initiated.

This system, common to nearly all American colleges and universities, is not designed to be purely punitive.

Rather, it is a sequential framework of warnings, probationary periods, and, ultimately, potential dismissal, intended to formally notify students of their academic deficiency and compel them to utilize campus resources to recover.

Understanding the mechanics of this process—from the initial alert to the final appeal—is crucial for any student facing academic challenges.

3.1 The Initial Alert: Understanding Academic Warning

The first official indication that a student’s academic performance is unsatisfactory is typically a status known as “Academic Warning”.⁴⁵

This status serves as a formal “warning shot” from the institution, signaling that a student’s grades have fallen to a level that requires attention and corrective action.

The specific triggers for Academic Warning can vary by institution.

Most commonly, it is initiated when a student’s cumulative GPA drops below 2.0.⁴⁵

However, some universities, like NC State, may also place a student on warning for a single, exceptionally poor semester—for example, earning a term GPA below 1.0—even if their cumulative GPA remains above the 2.0 threshold.⁴⁵

The purpose of Academic Warning is fundamentally preventative.

It allows the student to continue their enrollment without interruption but formally places them on notice that their academic progress is at risk.⁴⁶

It is designed to prompt early intervention before the student’s GPA deficit becomes so significant that recovery is difficult or impossible.

While on Academic Warning, students are typically subject to specific continuation requirements.

The most common condition is the mandate to earn a term GPA of at least 2.0 in their next semester of enrollment.

Failure to meet this condition will result in escalation to the next, more serious level of academic sanction.⁴⁵

Additionally, students on warning are often required to meet with an academic advisor at the beginning of the semester to discuss their situation, identify the root causes of their academic struggles, and develop a concrete plan for improvement.⁴⁵

This mandatory advising session is a key component of the intervention, connecting the student directly with the support systems designed to help them succeed.

3.2 The Probationary Period: Institutional Protocols and Student Responsibilities

If a student on Academic Warning fails to meet the required terms for continuation, or if their initial GPA drop is particularly severe, they are placed on “Academic Probation.” This is a more serious status that signifies the student is in significant academic jeopardy.⁴⁵

Academic Probation can also be the status assigned to a student who has been successfully reinstated to the university after a period of academic suspension, serving as a trial period to demonstrate their renewed commitment and ability to succeed.⁴⁵

Life on academic probation is governed by strict institutional protocols and heightened student responsibilities.

The primary condition for continued enrollment is the achievement of a minimum term GPA, which is often 2.0 but may be set higher (e.g., 2.5 at Florida State University under certain conditions).⁵⁰

To ensure compliance and provide structured support, universities often implement several requirements for probationary students.

These may include a mandatory reduction in course load to allow the student to focus more intensely on fewer subjects.⁴⁶

A central feature of many probation policies is the “academic contract” or “academic success plan”.⁵²

This is a formal document, developed in consultation with an academic advisor, that outlines specific actions the student must take to improve their performance.

The contract might require regular meetings with an academic success coach, mandatory attendance at tutoring or supplemental instruction sessions, and participation in workshops on study skills or time management.⁵⁴

Failure to adhere to the terms of this contract can, in itself, be grounds for dismissal, regardless of the student’s term GPA.⁵²

The consequences for failing to meet the terms of probation are severe and unambiguous.

A student on probation who does not achieve the required term GPA is typically subject to immediate academic suspension from the university.⁴⁵

The probationary period is, in essence, the student’s final opportunity to demonstrate to the institution that they are capable of performing at the required academic level.

3.3 Facing Dismissal: The Mechanics of Academic Suspension and Pathways to Appeal

“Academic Suspension” or “Academic Dismissal” is the most severe sanction an institution can impose for poor academic performance.

It is the involuntary removal of a student from the university, prohibiting them from enrolling in courses for a specified period, typically at least one semester or a full academic year.⁴⁵

Suspension is the direct consequence of failing to meet the conditions of academic probation.⁴⁵

It can also be triggered automatically if a student’s academic record reaches a critical point of deficiency.

At NC State, for example, a student is placed on suspension if their grade point deficit—the number of grade points needed to reach a 2.0 GPA—exceeds 15 points at the end of any term.⁴⁵

This rule prevents a student from accumulating a massive GPA deficit from which recovery would be mathematically improbable.

Despite the severity of this action, most universities provide a formal process for students to appeal their suspension.⁴⁵

The appeal is not a simple request for a second chance; it is a formal petition that requires the student to build a compelling case for their reinstatement.

A successful appeal typically requires two key components: a thorough explanation of the extenuating circumstances that led to the poor academic performance (such as documented medical issues, family emergencies, or personal crises), and a detailed, concrete plan for how the student will achieve academic success if they are allowed to return.

This plan must demonstrate that the student has addressed the root causes of their previous struggles and has a realistic strategy for improvement.

If an appeal is granted, or if a student is readmitted after sitting out the required suspension period, they do not return to “good standing.” Instead, they are typically placed back on Academic Probation, often with even more stringent conditions than before.⁵⁰

This reinstatement is a final, high-stakes opportunity.

Failure to meet the terms of this post-suspension probation will almost invariably lead to a second, and often permanent, dismissal from the university.⁵¹

It is essential to recognize that these academic standing policies, while directly impacting individual students, are not solely punitive in nature.

They represent a structured, bureaucratic system of institutional risk management and resource allocation.

From the university’s perspective, a student with a persistently low GPA is at a high risk of attrition—that is, failing to graduate.

This outcome negatively affects the university’s retention and graduation rates, which are critical metrics for institutional prestige, public funding, and accreditation.

The escalating sequence of warning, probation, and suspension is a formal procedure designed to manage this risk by compelling intervention at progressively urgent stages.

Furthermore, these policies are tied to the allocation of finite university resources.

Academic advising appointments, tutoring services, classroom seats, and faculty time are all valuable assets.

As the University of Minnesota’s policy explicitly states, a key purpose of this system is to “identify students who are unlikely to earn degrees and terminate their enrollment.

This practice preserves the resources of the unit and the student”.⁵²

When a student is placed on academic probation, they are entering a formal process where they must prove to the institution that they are a worthwhile investment of its educational resources.

Understanding this underlying institutional logic can be a powerful motivator.

It reframes the requirements of probation—such as mandatory advising and academic contracts—not as punishments, but as the necessary steps a student must take to make a compelling case for their continued “employment” as a member of the university community.

Section 4: The Path to Recovery: Institutional Policies and Support Systems for Academic Improvement

For students whose GPA has fallen below the required minimum, the situation is serious but rarely hopeless.

Universities have developed a robust set of policies and support services designed specifically to facilitate academic recovery.

These systems are not passive; they require proactive engagement from the student.

By understanding and utilizing tools like grade forgiveness policies and the wide array of campus academic support services, a student can construct a viable pathway back to good academic standing.

This section provides an actionable guide to these institutional safety nets, framing them not as remedies for failure, but as resources for building resilience and success.

4.1 Wiping the Slate Clean: An In-Depth Look at Grade Forgiveness and Course Repeat Policies

One of the most powerful tools available to undergraduate students for GPA repair is the “Grade Forgiveness” or “Repeat-to-Replace” policy.

This policy, common at many universities, allows a student to retake a course in which they previously earned a poor grade and have the new grade replace the original one in the calculation of their cumulative GPA.⁵⁷

This can have a dramatic and immediate positive impact on a student’s academic standing.

However, these policies are governed by a complex set of rules that vary significantly from one institution to another.

Understanding these nuances is critical for using the policy effectively.

• Limits on Use: Grade forgiveness is not an unlimited option. Institutions place strict limits on its use. For example, Ohio State University and Penn State University allow a student to repeat a maximum of three courses for grade forgiveness during their undergraduate career.⁶⁰ Georgia State University allows for four courses.⁵⁸ Other universities, like UCLA and Cal Poly, define the limit in terms of credit hours, typically allowing up to 16 units to be repeated for forgiveness.⁶²
• Eligible Grades: The policy is generally intended to help students recover from significantly poor performance. As such, eligibility is often restricted to courses in which a student earned a low grade. At Penn State, only grades of “D” or “F” can be forgiven.⁶⁰ More commonly, institutions like UCLA allow forgiveness for any grade of “C-” or below.⁶² A student who earned a “C” would typically not be eligible to use the policy.
• GPA Calculation Method: The mechanics of how the new grade affects the GPA can also differ. The most common model is that the grade from the second attempt replaces the first, even if the second grade is lower.⁶¹ This creates a high-stakes situation where a student must be confident in their ability to improve. A notable exception is the University of Oklahoma, which has a more student-friendly policy: of up to four attempts at a course, only the
  highest grade earned is used in the GPA calculation.⁶⁵
• Transcript Appearance and the “Forgiveness Caveat”: A crucial point that students often misunderstand is that the original grade is almost never physically erased from the academic record. The transcript will show both attempts of the course, with a notation indicating that the first attempt has been excluded from the GPA calculation.⁵⁷ This leads to the most important caveat of grade forgiveness: it is an
  institutional policy. External bodies, such as graduate schools, law schools, medical schools, and some employers, are not bound by it. Many of these entities will recalculate an applicant’s GPA using all grades on the transcript, including those that the undergraduate institution has “forgiven”.⁵⁹ Therefore, while grade forgiveness is an excellent tool for getting off academic probation and meeting graduation requirements, it does not guarantee “external forgiveness.”

To illustrate the significant variations in these policies, the following table provides a side-by-side comparison of the undergraduate grade forgiveness rules at several major universities.

Policy Feature	Ohio State University 59	University of Oklahoma 65	University of California, Los Angeles (UCLA) 62	Penn State University 60
Maximum Repeats	3 courses	4 attempts per course (up to 18 hours total)	16 units (forgiveness); can repeat more for averaging	3 courses (12 credits max)
Eligible Original Grades	Any letter grade (A-E)	C, D, or F	C-, D+, D, D-, F, NP	D or F
GPA Calculation	Second grade replaces first, even if lower.	Highest grade of up to 4 attempts is used.	Second grade replaces first, even if lower.	Second grade replaces first, even if lower.
Transcript Notation	Both grades appear; original is excluded from GPA.	All grades appear; only highest is included in GPA.	Both grades appear; original is excluded from GPA.	Both grades appear; original is excluded from GPA.
External Review Caveat	Yes, explicitly stated.	Not explicitly stated, but a general risk.	Yes, explicitly stated.	Yes, explicitly stated.

4.2 The Campus Safety Net: Leveraging Academic Support Services for Success

Beyond policies that retroactively address poor grades, universities provide a comprehensive and proactive “safety net” of academic support services.

These resources are designed to help students develop the skills and strategies necessary for success and are available to all students, not just those in academic difficulty.

Proactive engagement with these services is one of the most effective ways to prevent or recover from a low GPA.

The range of available support is extensive and typically free of charge to enrolled students:

• Academic Coaching: This service provides personalized, one-on-one support from a professional staff member or trained peer. Coaches do not teach course content; instead, they help students develop crucial meta-cognitive skills such as effective time management, organizational strategies, test preparation techniques, and goal setting.⁵⁴ This is about learning
  how to be a successful student.
• Tutoring and Supplemental Instruction (SI): For students struggling with the content of a specific course, tutoring and SI offer direct academic help. Tutors are typically students who have previously excelled in the course and can provide guidance on difficult concepts and problem-solving.⁷⁰ SI is a more structured model where a peer leader holds regular group study sessions for historically difficult courses, reinforcing classroom learning in a collaborative environment.⁷⁰
• Writing and Math Centers: Recognizing that writing and quantitative reasoning are foundational skills for all disciplines, most universities have dedicated centers to support them. The Writing Center can help with every stage of the writing process, from brainstorming to final revisions, while the Math Center provides drop-in help for foundational mathematics and statistics courses.⁷⁰
• Structured Academic Success Programs: For students who are formally placed on academic probation, many universities have mandatory, structured programs. These programs, like the “Back on Track” program at the University of San Francisco or the “Academic Success Program” at Chicago State University, are intensive interventions that combine required academic coaching, specialized workshops, and close monitoring by advisors to provide a comprehensive support structure for students working their way back to good standing.⁴⁹

The primary gateway to these resources is often the student’s assigned academic advisor.

An advisor can assess a student’s situation, make appropriate referrals to these support services, and help integrate them into a holistic academic success plan.⁷²

4.3 Proactive Strategies for Maintaining Good Academic Standing

While recovery tools are essential, the best approach is to prevent academic difficulty in the first place.

Based on the policies and support structures reviewed, a set of proactive strategies emerges for students aiming to maintain a strong academic record:

• Master the Syllabus: From the first day of class, the syllabus is the contract for the course. Students should understand all grading criteria, assignment weights, and deadlines to plan their semester effectively.
• Engage with Faculty: Attending professor’s office hours is one of the most underutilized resources on a college campus. Building a professional relationship with faculty allows students to clarify confusing concepts, get feedback on their work, and seek help early, before small problems become large ones.¹⁰
• Create a Balanced Course Load: Students, particularly in their first year, should work with an advisor to create a balanced schedule. Taking too many difficult technical or lab-based courses in a single semester can lead to being overwhelmed. A strategic mix of major requirements, general education courses, and electives is often more manageable.⁴⁶
• Leverage Academic Advising: Academic advisors are not just for course registration. Students should meet with their advisor regularly to discuss their long-term academic and career goals, map out their degree progress, and get connected to campus resources. This proactive relationship is invaluable.⁷⁴
• Address Holistic Well-being: Academic performance is inextricably linked to personal well-being. If a student is facing personal, medical, financial, or mental health challenges, it is vital to connect with the appropriate campus support offices, such as the counseling center, student health services, or the financial aid office. These services are confidential and designed to help students navigate crises that could otherwise derail their academic careers.⁶⁸

The existence of these extensive recovery policies and support systems reveals a core philosophy within modern higher education.

Universities invest enormous financial and human capital into these programs because their primary goal is not to punish failure but to foster resilience.

The emphasis of these programs on developing skills—time management, study strategies, help-seeking behaviors—demonstrates an institutional investment in teaching students how to learn and overcome adversity.

This reframes the relationship between a struggling student and their university.

The institution should not be viewed as an adversary, but as a provider of resources.

A student who understands this is more likely to engage with these services proactively, viewing them not as a stigma associated with probation, but as a fundamental benefit of their tuition, designed explicitly to help them get back on track and achieve their ultimate goal of graduation.

Section 5: Life After the Minimum: The Lasting Significance of Your Final GPA

Graduation marks the successful completion of a degree, but the academic record that accompanies it, encapsulated by the final cumulative GPA, continues to have significance.

While meeting the minimum GPA is the prerequisite for earning the credential, the specific number achieved has a real and measurable impact on a graduate’s subsequent opportunities.

Its importance is most acute at key transitional moments—applying to graduate school and seeking a first professional job—and tends to diminish over time as it is supplanted by other measures of competence.

This section analyzes the real-world consequences of a graduating GPA, exploring its influence on further education, its evolving role in the workforce, and the statistical correlations that link it to long-term career success.

5.1 The Next Step: How GPA Influences Graduate and Professional School Admissions

For students aspiring to continue their education beyond a bachelor’s degree, the undergraduate GPA is one of the most critical components of their application.

While a 2.0 GPA is sufficient to graduate, it is almost universally insufficient for entry into a graduate program.

The unofficial minimum GPA for consideration at most master’s and doctoral programs is a 3.0, with many programs explicitly stating this as a firm requirement.⁷⁶

For highly competitive, top-ranked programs, the expectation is even higher; admissions committees often prefer to see a GPA of 3.5 or better.⁷⁸

However, the GPA is rarely the sole determinant of admission.

Most graduate admissions committees employ a “holistic review” process, in which they evaluate an applicant’s entire profile to gauge their potential for success.⁷⁶

This approach provides several avenues for an applicant to mitigate the impact of a lower-than-ideal GPA:

• Strong Standardized Test Scores: A high score on a graduate entrance exam like the GRE or GMAT can serve as an alternative indicator of academic aptitude and readiness for graduate-level work, helping to offset concerns raised by a lower GPA.⁷⁶
• Exceptional Letters of Recommendation: Glowing recommendations from professors or employers can provide crucial context. A faculty member can attest to a student’s intellectual curiosity and research potential, while an employer can speak to their work ethic and maturity, helping to paint a fuller picture beyond the transcript.⁷⁶
• Relevant Experience: Substantial research experience for academic programs or significant professional work experience for applied programs can demonstrate a deep commitment to the field and practical skills that are not reflected in a GPA.⁷⁶
• A Compelling Personal Statement: The application essay or personal statement offers a direct opportunity for the applicant to address their academic record. They can explain any extenuating circumstances (e.g., medical issues, family crises) that may have contributed to a period of poor performance, especially if the transcript shows a clear pattern of recovery.⁸¹
• An Upward Grade Trend: Admissions committees often look favorably upon a transcript that shows a clear upward trajectory in grades. A student who struggled during their first year but consistently improved and earned high marks in their major-specific, upper-division courses demonstrates resilience, maturity, and an increasing focus on their studies.⁸¹

In some cases, a university may offer “probationary” or “conditional” admission to a promising applicant whose GPA falls below the standard minimum.

Under this arrangement, the student is admitted to the program but must achieve a specified GPA (typically 3.0) in their first one or two semesters of graduate coursework to be granted full admission and allowed to continue in the program.⁷⁶

This serves as a real-world trial, allowing the student to prove their capabilities at the graduate level.

5.2 The First Job and Beyond: GPA’s Evolving Role in the Modern Workforce

The relevance of a college GPA in the professional world is a subject of much debate, but a clear pattern emerges from employer surveys and career outcome data.

The GPA holds its greatest weight during the search for a graduate’s first entry-level job, particularly for those with limited professional experience.⁴⁰

In this context, some employers, especially large corporations in competitive fields like finance and consulting, use a GPA cutoff—often 3.0—as an initial screening tool to manage a high volume of applications.⁸⁴

For a recent graduate with a sparse resume, a strong GPA can serve as a proxy for qualities like work ethic, discipline, and the ability to learn quickly.⁸³

However, there is a well-documented and significant trend of employers decreasing their reliance on GPA as a primary hiring metric.

A 2021 survey by the National Association of Colleges and Employers (NACE) found that only 56.6% of employers planned to screen candidates by GPA, a sharp decline from nearly 75% just two years prior.⁸⁶

This shift is driven by several factors, including a greater emphasis on diversity and inclusion—recognizing that GPA can be a barrier to entry for otherwise qualified candidates—and a growing focus on tangible skills and competencies.⁸⁶

Employers are increasingly prioritizing evidence of practical abilities, often demonstrated through internships, co-op experiences, and project portfolios, over purely academic measures.⁸⁷

Crucially, the relevance of a college GPA diminishes rapidly as a professional builds a career.

Once a graduate secures their first position and begins to accumulate a track record of real-world accomplishments, their on-the-job performance becomes the primary metric of their value.

Subsequent employers are far more interested in a candidate’s work history, specific achievements, developed skills, and professional references than in their undergraduate academic record from years prior.⁸²

A low GPA may be a hurdle for the first job, but it is highly unlikely to be a factor in hiring decisions for mid-career or senior-level positions.

5.3 Statistical Insights: The Correlation Between GPA, Job Placement, and Career Success

While anecdotal evidence abounds, academic and industry research provides statistical insights into the relationship between GPA and career outcomes.

The findings, while sometimes mixed, generally point to a modest but statistically significant positive correlation, especially in the early stages of a career.

GPA and Job Performance: The question of whether grades predict job performance has been studied extensively.

A landmark 1996 meta-analysis by Roth et al., published in the Journal of Applied Psychology, found an overall observed correlation of.16 between GPA and job performance ratings.

However, after the researchers applied statistical corrections for research artifacts like measurement error and range restriction, they estimated the true correlation to be in the.30s.³⁹

This suggests that GPA is a more valid predictor of performance than the raw numbers might indicate.

The study also found that the predictive validity was highest in the first year after graduation and declined steadily over time, reinforcing the idea that GPA matters most at the start of a career.³⁹

GPA and Earnings: Several studies have found a direct, positive link between a higher GPA and higher earnings.

Research by Afarian and Kleiner (2003) and Zou et al.

(2022) concluded that higher GPAs have a significant positive relationship with future earnings.⁸⁹

One study of college graduates found that a one-point increase in cumulative GPA was associated with an increase in annual salary of approximately $3,980.⁴⁰

Another survey-based study found a clear income disparity based on academic performance: while 60% of graduates with a GPA below 3.0 earned $40,000 or more annually, that figure rose to 71% for those with a GPA between 3.0 and 3.5, and to 73% for those with a GPA above 3.5.⁹¹

GPA and Job Placement: A higher GPA also appears to correlate with better initial job placement outcomes.

The same survey found that graduates with a GPA of 3.0 or higher were more likely to receive multiple job offers upon graduation compared to their peers with lower GPAs.

Furthermore, these high-GPA graduates were more likely to secure a job that was directly related to their college major, suggesting a more successful transition from academic study to a relevant career path.⁹¹

It is vital to interpret these correlations with nuance.

A correlation is not a deterministic law.

While a higher GPA may open more doors and is associated with better outcomes on average, it is not a guarantee of success, nor is a low GPA a sentence to failure.

Graduates themselves often rank other factors, such as networking, connections, and internship experience, as being more important than GPA in their job search.⁹¹

GPA is one significant factor among many, and its importance can be magnified or diminished by the other elements in a graduate’s professional portfolio.⁸⁹

Ultimately, the GPA functions as a form of “proxy currency.” Its value is highest at moments of major life transition, such as from high school to college, from college to graduate school, or from college to the first job.

At these junctures, admissions committees and hiring managers have limited direct evidence of an individual’s potential in the new environment, so they rely on proxies like GPA and test scores to predict future success.³⁹

However, once an individual enters that new environment and begins to perform, they start to generate direct evidence of their value—performance reviews, project outcomes, research publications, and professional accomplishments.

This new, direct proof of competence is far more relevant and powerful than the old proxy.

As a result, the value of the GPA currency depreciates over time.

An employer hiring a candidate for a senior management position will almost always prioritize a decade of stellar professional achievements over a 4.0 GPA from fifteen years prior.⁸²

This dynamic provides a clear strategic roadmap for a student graduating with a low GPA.

Their primary challenge is to overcome the low initial value of their academic “currency” to secure that first professional role.

By leveraging other assets—internships, networking, a strong portfolio, and excellent interview skills—they can get their foot in the door.

Once there, their focus must shift entirely to high-quality performance, as this is the means by which they will mint new, more valuable currency for the rest of their career.

Conclusion: A Holistic View of Academic Achievement

The investigation into the lowest possible graduating GPA reveals a reality far more complex than a single number.

While firm numerical floors do exist—typically a 2.0 (“C” average) for undergraduate degrees and a 3.0 (“B” average) for graduate degrees—these figures represent the absolute minimum for institutional certification, not a benchmark for success.

The true academic standard is highly contextual, shaped profoundly by the chosen field of study, the specific institution, and a student’s long-term aspirations.

A central finding of this report is the critical distinction between the GPA required to graduate and the GPA required for future opportunities.

For an undergraduate, a 2.0 may secure a diploma, but a 3.0 or higher is often necessary for competitive entry into graduate school or the most sought-after entry-level jobs.

This “opportunity gap” underscores a vital message: graduation is the necessary first step, not the final destination.

Students must set their academic goals not by the minimum required to leave, but by the standard required to advance.

This analysis also demystifies the intricate web of institutional policies that govern academic life.

The structured systems of academic warning, probation, and dismissal are not merely punitive measures; they are procedural frameworks for risk management and resource allocation, designed to intervene when a student’s progress is in jeopardy.

Conversely, policies like grade forgiveness and the extensive network of academic support services function as a robust institutional toolkit for recovery.

Understanding these systems empowers students to navigate challenges proactively and strategically.

They are not passive subjects of institutional rules but active agents who can leverage these policies and resources to overcome adversity and build academic resilience.

Finally, while the final GPA is a significant metric with tangible consequences for a graduate’s initial career and educational trajectory, its importance is not static.

It functions as a proxy for ability that is most valuable at moments of transition and depreciates as it is replaced by direct evidence of professional competence and real-world experience.

A low GPA is a hurdle, not a permanent barrier.

By developing other assets—practical skills, internship experience, a professional network, and a compelling personal narrative—a graduate can successfully navigate the challenges of a lower academic record.

Ultimately, this report concludes that academic achievement must be viewed holistically.

The GPA, while a useful and important data point, is but one element in a student’s comprehensive portfolio.

This portfolio also includes the rigor of their coursework, the skills they have acquired, the experiences they have pursued, and the character they have developed.

The purpose of this exhaustive analysis is to provide students, parents, and educators with a deeper, more nuanced understanding of the academic landscape, equipping them not just to meet the minimum, but to strategically plan for a future of sustained and meaningful success.

Works cited

1. Grade Point Averages | EBSCO Research Starters, accessed on August 8, 2025, https://www.ebsco.com/research-starters/education/grade-point-averages
2. Calculate GPA | Additional resources – Graduate and Professional Admissions – The Ohio State University, accessed on August 8, 2025, https://gpadmissions.osu.edu/resources/calculate-gpa.html
3. What is GPA and Why It Matters for Your Academic and Career Success – Webster University Tbilisi, accessed on August 8, 2025, https://www.webster.edu.ge/blog/2024/why_gpa_is_important.php
4. www.mastersportal.com, accessed on August 8, 2025, https://www.mastersportal.com/articles/2126/what-is-a-gpa-and-why-is-it-so-important.html#:~:text=Used%20especially%20by%20American%20universities,your%20progress%20during%20your%20studies.
5. What is a GPA? Why it’s important and how to calculate it | Top Universities, accessed on August 8, 2025, https://www.topuniversities.com/student-info/admissions-advice-articles/what-gpa-why-its-important-how-calculate-it
6. www.calcareercenter.org, accessed on August 8, 2025, https://www.calcareercenter.org/content/180/high-school-graduation-requirements
7. What’s the average GPA needed to graduate high school? – CollegeVine, accessed on August 8, 2025, https://www.collegevine.com/faq/10800/what-s-the-average-gpa-needed-to-graduate-high-school
8. Graduation Information | Texas Education Agency, accessed on August 8, 2025, https://tea.texas.gov/academics/graduation-information
9. Georgia Graduation Requirements | Georgia Student Finance Commission – GAfutures, accessed on August 8, 2025, https://www.gafutures.org/college-planning/college-decision-guide/graduation-requirements/
10. Texas High School Graduation Requirements, Explained – General Academic, accessed on August 8, 2025, https://generalacademic.com/texas-high-school-graduation-requirements/
11. General Graduation Requirements | Queensborough CC Calendar, accessed on August 8, 2025, https://qcc.catalog.cuny.edu/requirements/gradreqs
12. Graduation Requirements | Southeastern Community College, accessed on August 8, 2025, https://sccnc.cleancatalog.net/graduation-requirements
13. Graduation Requirements < Lorain County Community College, accessed on August 8, 2025, http://catalog.lorainccc.edu/academic-standards/graduation-requirements/
14. RIVERSIDE COMMUNITY COLLEGE DISTRICT – RCC, accessed on August 8, 2025, https://www.rcc.edu/assets/documents/student-support/articulation/Riverside%20City%20College%20General%20Education%20Requirements.pdf
15. What is the lowest grade level and GPA you need to graduate? : r/college – Reddit, accessed on August 8, 2025, https://www.reddit.com/r/college/comments/buz99i/what_is_the_lowest_grade_level_and_gpa_you_need/
16. GPA Requirements for Graduation Eligibility | Student Handbook …, accessed on August 8, 2025, https://www.apu.apus.edu/student-handbook/academic-success/before-starting/undergraduate/gpa-requirements-for-graduation-eligibility/
17. Degree Requirements for Graduation – The University of Maine …, accessed on August 8, 2025, https://catalog.umaine.edu/content.php?catoid=93&navoid=4300
18. GPA Requirement not met for my degree : r/college – Reddit, accessed on August 8, 2025, https://www.reddit.com/r/college/comments/stf964/gpa_requirement_not_met_for_my_degree/
19. Studying, Grades, and Credit | 2025-2026 Undergraduate Bulletin …, accessed on August 8, 2025, https://bulletin.georgetown.edu/regulations/studying/
20. Minimum Academic Requirements | University of Arizona Graduate College, accessed on August 8, 2025, https://grad.arizona.edu/policies/academic-policies/minimum-academic-requirements
21. Grades & Credit | Graduate School – University of Texas at Austin, accessed on August 8, 2025, https://gradschool.utexas.edu/navigating/policies/academic/grades
22. www.franklin.edu, accessed on August 8, 2025, https://www.franklin.edu/blog/masters-degree-requirements
23. GPA Requirements for Graduate Programs Policy – CSUN University Catalog, accessed on August 8, 2025, https://catalog.csun.edu/policies/gpa-requirements-for-graduate-programs-policy/
24. 3.8 Doctoral Degree: Summary of Requirements < North Carolina State University, accessed on August 8, 2025, https://catalog.ncsu.edu/graduate/graduate-handbook/doctoral-degree-summary-requirements/
25. PhD Degree Requirements – University of Pittsburgh – Acalog ACMS™ – Pitt Catalog, accessed on August 8, 2025, https://catalog.upp.pitt.edu/content.php?catoid=224&navoid=22992
26. Requirements for the Doctoral Degree – Georgia Tech Catalog, accessed on August 8, 2025, https://catalog.gatech.edu/academics/graduate/doctoral-degree-info/
27. Graduate Degrees < University of Florida, accessed on August 8, 2025, https://gradcatalog.ufl.edu/graduate/degrees/
28. Engineering School Admissions Requirements – GPA, GRE, SAT, accessed on August 8, 2025, https://www.onlineengineeringprograms.com/faq/admissions-requirements-for-engineering-school
29. Requirements | Samueli School of Engineering at UC Irvine, accessed on August 8, 2025, https://engineering.uci.edu/dept/eecs/admissions/requirements
30. Graduate Guide – Berkeley Engineering, accessed on August 8, 2025, https://engineering.berkeley.edu/academics/graduate-guide/
31. www.inspiraadvantage.com, accessed on August 8, 2025, https://www.inspiraadvantage.com/blog/how-to-get-into-nursing-school-with-a-low-gpa
32. Criteria for Nursing Programs – Subject to Change CALIFORNIA …, accessed on August 8, 2025, https://ccctransfer.org/wp-content/uploads/2021/03/NursingCriteria2020.pdf
33. Understanding MBA Requirements: GPA, GMAT, & GRE (2025 Guide), accessed on August 8, 2025, https://bschool.pepperdine.edu/mba-programs/article/understanding-mba-gpa-requirements.htm
34. Low GPA MBA Programs | 58 MBA Schools that Accept Low GPA, accessed on August 8, 2025, https://www.gradschools.com/degree-guide/attending-mba-programs-with-low-gpa
35. Average GPA for MBA Programs – Menlo Coaching, accessed on August 8, 2025, https://menlocoaching.com/top-mba-programs/average-gpa/
36. Ross School of Business Admissions: Deadlines, Requirements, Decisions, Selection Criteria and FAQS – Collegedunia, accessed on August 8, 2025, https://collegedunia.com/usa/college/2744-ross-school-of-business-ann-arbor/admission
37. Class Profile – NYU Stern, accessed on August 8, 2025, https://www.stern.nyu.edu/programs-admissions/full-time-mba/community/class-profile
38. How to Apply: First-Year BBA Applicants | Michigan Ross, accessed on August 8, 2025, https://michiganross.umich.edu/undergraduate/bba/admissions/first-year-applicants
39. Meta-Analyzing the Relationship Between Grades … – Petr Houdek, accessed on August 8, 2025, http://houdekpetr.cz/%21data/public_html/papers/Roth%20et%20al%201996.pdf
40. Determining Future Success of College Students – Digital Commons @ IWU, accessed on August 8, 2025, https://digitalcommons.iwu.edu/cgi/viewcontent.cgi?article=1055&context=uer
41. British GPA System (Everything You Need to Know) – Mindgrasp, accessed on August 8, 2025, https://www.mindgrasp.ai/blog/british-gpa-system
42. GPA and Other Grading Systems Around the World – A 2025 Guide – FindAMasters, accessed on August 8, 2025, https://www.findamasters.com/guides/gpa-grade-point-average
43. British undergraduate degree classification – Wikipedia, accessed on August 8, 2025, https://en.wikipedia.org/wiki/British_undergraduate_degree_classification
44. Calculate Your GPA With Our GPA Scale | The Princeton Review, accessed on August 8, 2025, https://www.princetonreview.com/college-advice/gpa-college-admissions
45. Academic Standing | Student Services Center, accessed on August 8, 2025, https://studentservices.ncsu.edu/academics/degrees/degree-progress/undergraduate-academic-progress/academic-standing/
46. Academic Warning – College Advising in Grainger Engineering, accessed on August 8, 2025, https://advising.grainger.illinois.edu/academic-standing/academic-warning
47. Academic Status – OSU Advising – The Ohio State University, accessed on August 8, 2025, https://advising.osu.edu/academic-status
48. Academic Alert and Academic Warning – UW Undergraduate Advising – University of Washington, accessed on August 8, 2025, https://advising.uw.edu/academic-support/alert-and-warning/
49. Academic Success Program | Academic Support | Chicago State …, accessed on August 8, 2025, https://www.csu.edu/academicsupport/acadsuccess.htm
50. Academic Status | University Registrar – Florida State University, accessed on August 8, 2025, https://registrar.fsu.edu/records/academic-status
51. SAC : Experience SAC : Current Students : Standards, Petitions and Appeals | Alamo Colleges, accessed on August 8, 2025, https://www.alamo.edu/sac/experience-sac/current-students/standards-petitions-and-appeals/
52. Academic Warning and Suspension for Undergraduate Students: Morris, Rochester, Twin Cities – UMN Policy Library, accessed on August 8, 2025, https://policy.umn.edu/education/acadprobation
53. PS-03.A.07 – Undergraduate Academic Probation & Suspension, accessed on August 8, 2025, https://www.uhd.edu/hr/policies/ps-03a07-undergraduate-academic-probation-suspension.aspx
54. Student Persistence and Achievement Support – Salve Regina University, accessed on August 8, 2025, https://salve.edu/student-persistence-achievement-support
55. CASA – Back on Track Support Program – myUSF, accessed on August 8, 2025, https://myusf.usfca.edu/casa/programs/back-on-track
56. Intervention & Academic Recovery – Delaware State University, accessed on August 8, 2025, https://www.desu.edu/academics/student-success/intervention-academic-recovery
57. Repeated Courses | University of New Hampshire Academic Catalog, accessed on August 8, 2025, https://catalog.unh.edu/undergraduate/academic-policies-procedures/repeated-courses/
58. Repeat-to-Replace – Office of the Registrar – Georgia State University, accessed on August 8, 2025, https://registrar.gsu.edu/academic-records/grading/repeat-to-replace/
59. Grade Forgiveness – Academic Programs – The Ohio State University, accessed on August 8, 2025, https://students.cfaes.ohio-state.edu/node/945
60. H-2: Undergraduate Grade Forgiveness | Academic Administrative Policies and Procedures Manual, accessed on August 8, 2025, https://aappm.psu.edu/policy/h-2-undergraduate-grade-forgiveness
61. Grade Forgiveness Rule | Fisher College of Business, accessed on August 8, 2025, https://fisher.osu.edu/undergraduate/academics/advising/grade-forgiveness-rule
62. Repeat Policy – UCLA | Center for Academic Advising in the College, accessed on August 8, 2025, https://caac.ucla.edu/wp-content/uploads/2021/05/RepeatPolicy.pdf
63. Grade Forgiveness and Repetition of Courses – Academic Programs and Planning, accessed on August 8, 2025, https://academicprograms.calpoly.edu/content/academicpolicies/grade-forgiveness
64. Grade Forgiveness | Office of the Registrar, accessed on August 8, 2025, https://registrar.uccs.edu/student-resources/general-information/grade-forgiveness
65. Academic Forgiveness – The University of Oklahoma, accessed on August 8, 2025, http://www.ou.edu/registrar/academic-records/academic-forgiveness.html
66. Repeating Courses (Grade Forgiveness) Undergraduate – CSUN University Catalog, accessed on August 8, 2025, https://catalog.csun.edu/policies/repeating-courses-grade-forgiveness-undergraduate/
67. Grading & Repeats – UCLA | Center for Academic Advising in the College, accessed on August 8, 2025, https://caac.ucla.edu/policies/grading-repeats/
68. Academic Support | Northern State University, accessed on August 8, 2025, https://northern.edu/student-life/student-success-center/academic-support
69. Academic Progress Program | Springfield College, accessed on August 8, 2025, https://springfield.edu/academics/academic-success-center/academic-progress-program
70. Integrated Academic Support Services – Delaware State University, accessed on August 8, 2025, https://www.desu.edu/academics/student-success/integrated-academic-support-services
71. Academic Success Program – Academic Advising, accessed on August 8, 2025, https://advising.unca.edu/about-the-academic-success-program/
72. Low GPA | Kirkwood Community College | Cedar Rapids, Iowa, accessed on August 8, 2025, https://www.kirkwood.edu/explore/services/advising-transfer-center/low-gpa
73. Mentoring Suggestions for Students with a Low GPA – CSU Graduate School – Colorado State University, accessed on August 8, 2025, https://graduateschool.colostate.edu/advising-and-mentoring/mentoring-suggestions-for-students-with-a-low-gpa/
74. Academic Probation Support – San Luis Obispo – Cal Poly Advising, accessed on August 8, 2025, https://advising.calpoly.edu/academic-probation-support
75. Frequently Asked Questions about Academic Probation – John R. Lewis College, accessed on August 8, 2025, https://johnrlewis.ucsc.edu/advising/continuing-students/academic-probation.html
76. How To Get Into Grad School With A Low GPA – Affordable Colleges Online, accessed on August 8, 2025, https://www.affordablecollegesonline.org/college-resource-center/grad-programs-that-accept-low-gpa/
77. Can I Get a Master’s Degree with a Low GPA? | Coursera, accessed on August 8, 2025, https://www.coursera.org/articles/masters-degree-with-low-gpa
78. 1 PLAN B: How to Get Into Graduate School with a “Low” G.P.A. Although there are a variety of factors that inter-play in the, accessed on August 8, 2025, https://diversity.berkeley.edu/sites/default/files/plan-b-revised-2013.pdf
79. Average GPA for top graduate schools – MBA Crystal Ball, accessed on August 8, 2025, https://www.mbacrystalball.com/masters-degree/average-gpa-graduate-schools/
80. Ultimate Guide to GPA for PhD Admissions into Grad School …, accessed on August 8, 2025, https://www.discoverphds.com/advice/applying/gpa-for-phd-admissions
81. Get into Graduate School with a Low GPA – Accepted Admissions Blog, accessed on August 8, 2025, https://blog.accepted.com/get-into-graduate-school-with-a-low-gpa/
82. Does My GPA Matter When I’m Applying for Jobs | Chase, accessed on August 8, 2025, https://www.chase.com/personal/banking/education/student/does-gpa-matter-for-jobs
83. Does GPA Matter in Finding a Job? – Goodwill Industries International, accessed on August 8, 2025, https://www.goodwill.org/blog/career-and-financial-advice/does-gpa-matter-in-finding-a-job/
84. Does the GPA matter at all when searching for a job? : r/college – Reddit, accessed on August 8, 2025, https://www.reddit.com/r/college/comments/11cm5a5/does_the_gpa_matter_at_all_when_searching_for_a/
85. Is there a recorded correlation between GPA/rank and starting salary? : r/RPI – Reddit, accessed on August 8, 2025, https://www.reddit.com/r/RPI/comments/234sps/is_there_a_recorded_correlation_between_gparank/
86. Percentage of Employers Screening College Graduates by GPA …, accessed on August 8, 2025, https://www.naceweb.org/job-market/trends-and-predictions/percentage-of-employers-screening-college-graduates-by-gpa-drops-sharply/
87. Nearly Two-Thirds of Employers Use Skills-based Hiring Practices for New Entry-level Hires, accessed on August 8, 2025, https://www.naceweb.org/talent-acquisition/trends-and-predictions/nearly-two-thirds-of-employers-use-skills-based-hiring-practices-for-new-entry-level-hires
88. Does low GPA mean no job? No it does not! | by Farhana Rahman | Kempus, accessed on August 8, 2025, https://blog.kempus.com/does-low-gpa-mean-no-job-no-it-does-not-217b4a61572a
89. (PDF) The relationship between grades and career success – ResearchGate, accessed on August 8, 2025, https://www.researchgate.net/publication/235272662_The_relationship_between_grades_and_career_success
90. Exploring the Impact of GPA on Learning and Long-Term Career Success | Laurence Huang, accessed on August 8, 2025, https://blogs.baruch.cuny.edu/laurencehuang/?p=114
91. Does GPA Determine Post-Grad Success? – Madonna Accelerated Nursing Program, accessed on August 8, 2025, https://absn.madonna.edu/gpa-grad-sucess/
92. Does a higher GPA in college means more chance of being successful? – Reddit, accessed on August 8, 2025, https://www.reddit.com/r/education/comments/1fqswar/does_a_higher_gpa_in_college_means_more_chance_of/
93. The Relationship of College GPA and Job Performance for Teaching Faculty at Blue Ridge Community College – ODU Digital Commons, accessed on August 8, 2025, https://digitalcommons.odu.edu/cgi/viewcontent.cgi?article=1100&context=ots_masters_projects