The Bridge and the Troll Underneath: Summer Bridge Programs and Degree Completion

Autor/inn/en	Douglas, Daniel; Attewell, Paul
Titel	The Bridge and the Troll Underneath: Summer Bridge Programs and Degree Completion
Quelle	In: American Journal of Education, 121 (2014) 1, S.87-109 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/677959
Schlagwörter	Summer Programs; Academic Achievement; Program Effectiveness; College Preparation; Graduation; Graduation Rate; Longitudinal Studies; Regression (Statistics); Models; Probability; Community Colleges; Data; Student Placement + Suchen Sie Ihr Suchwort? Sommerkurs; Schulleistung; Abschluss; Graduierung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse; Analogiemodell; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Community college; Community College; Daten; Schülerpraktikum
Abstract	College graduation rates in the United States are low in both real and relative terms. This has left all stakeholders looking for novel solutions while perhaps ignoring extant but underused programs. This article examines the effect of "summer bridge" programs, which have students enroll in coursework prior to beginning their first full academic year, on associate's and bachelor's degree completion. We make use of the Beyond Postsecondary (BPS) transcript data as well as data from one large university system. Our analysis utilizes propensity score matching to account for selection effects among students. We find that at community colleges and less selective 4-year colleges, students who attend bridge programs are 10 percentage points more likely to finish within 6 years. We discuss our findings in the context of how colleges might better use their existing initiatives to improve student outcomes, and in light of recent findings from a randomized controlled trial study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10