From Probation to Partnership: Building Equitable Systems of Support in Community Colleges

ABSTRACT Community colleges serve as critical gateways to higher education for diverse student populations, yet traditional academic probation systems often exacerbate inequities by penalizing students facing systemic and personal challenges. This practitioner–scholar case study examines Clark State College's Academic Engagement Program (AEP), an equity‐driven redesign of academic probation that replaces punitive frameworks with trauma‐informed, student‐centered support. Grounded in a dual GPA model, early alert systems, and technology‐enabled engagement, the AEP reframes academic distress as an opportunity for partnership and institutional accountability. Drawing on data and student feedback, this study explores how proactive coaching, inclusive language, and cross‐departmental collaboration improve retention and persistence, particularly among racially minoritized and first‐generation students. Findings reveal significant term‐to‐term GPA improvements and higher persistence rates for program participants, though persistent equity gaps underscore the need for broader institutional reform. The AEP demonstrates how community colleges can align academic policies with equity‐minded values, offering a model for transforming punitive systems into supportive ecosystems that foster student agency, belonging, and success.