Advocates for marginalized students have worked to understand the equity implications of public policy and its application on educational performance gaps. This study investigated equity policies in a southern California community college intervention program: the Extended Opportunity Programs and Services (EOPS). EOPS is an equity program created to provide equal educational access for financially and educationally disadvantaged (i.e., marginalized) students. Since 1969, EOPS students have outperformed their non-EOPS peers, proving the program to be successful; however, due to strict admissions policies that dictate requirements of enrollment status, financial disadvantage, and educational disadvantage, not all marginalized students are eligible for EOPS. Moreover, non-EOPS marginalized students are consistently at the bottom of the performance gap. This quantitative study used archived data for success indicators (i.e., course completion, persistence, graduation, and transfer) from 2017 to 2019 to explore ways to close the educational performance gap. Through the lens of three equity-based frameworks--equity as equality, equity versus equality, and opportunity pluralism--this study critically investigated equity policies in the EOPS program and their influence on the performance gaps of marginalized students. In addition, the Reid equity versus equality conceptual framework added another perspective on investigating structural barriers in equity policies. The particular barrier selected to focus on in this study is the full-time unit enrollment requirement that, for some, impedes access to support services offered for success in the Southern California Community College District (SCCCD). [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.]