Many higher education institutions have implemented protocols for students on academic probation, a status generally triggered by a grade point average (GPA) of below 2.0. For this study, the effects of the revision of a previously created protocol for working with such students at the University of Connecticut was examined. The revised protocol was crafted based on the use of a combination of academic advising models combined with theories in student development and success. The hypotheses were that the revision of the probation protocol would generate positive growth in probation student GPA along with a decrease in submitted academic dismissal appeals. Undergraduate students on probation and enrolled in two consecutive academic years were analyzed. Students in the first cohort had received the original protocol, whereas students in the second cohort received the revised protocol. Using a difference in discontinuity (RD) research design, results demonstrated that, among those right at the cutoff, being labeled for academic probation status showed a slight, but consistent increase in GPA growth. The difference in discontinuities did not present a statistically significant difference between the groups that experienced different probation protocols. However, a decrease in the number of students subject to academic dismissal, along with a decreased number of submitted academic dismissal appeals was evident. The results of this study highlight the importance of periodically reviewing and updating academic probation protocols to provide more effective means to help this vulnerable population of college students achieve success and reach graduation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]