A Good Start? The Impact of Texas' Developmental Summer Bridge Program on Student Success

Autor/inn/en	Wathington, Heather; Pretlow, Joshua; Barnett, Elisabeth
Titel	A Good Start? The Impact of Texas' Developmental Summer Bridge Program on Student Success
Quelle	In: Journal of Higher Education, 87 (2016) 2, S.150-177 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1353/jhe.2016.0010
Schlagwörter	Academic Achievement; Summer Programs; College Readiness; High School Graduates; Higher Education; Community Colleges; Developmental Programs; Intervention; Outcomes of Education; Control Groups; Postsecondary Education; Experimental Groups; Program Implementation; Texas + Suchen Sie Ihr Suchwort? Schulleistung; Sommerkurs; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Community college; Community College; Entwicklungsplan; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung
Abstract	Summer bridge programs have long been utilized by postsecondary institutions to improve the college readiness of students; however, the research on their effectiveness is limited. This study presents evidence from an experimental study of one summer bridge program model specifically designed for recent high school graduates who placed into developmental education. The program took place at eight open access colleges in Texas during the summer of 2009, and participants were followed for two academic years. To provide needed context, we first describe site selection, random assignment, and program implementation. Quantitative results indicate that the program had no effect on the average number of credits attempted and earned or student persistence in postsecondary education. The program did have an impact on first college-level course completion in math (p < 0.05) and to a lesser extent writing (p < 0.10); there was no impact on first college-level course completion in reading. Our findings are consistent with those of other rigorously evaluated programs for developmental education students and suggest that persistence in postsecondary education is a complex issue that cannot be solved with any one program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01