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

Wathington, Heather D.; Pretlow, Joshua; Barnett, Elisabeth A.

doi:10.1353/jhe.2016.0010

Cited by 14 publications

(24 citation statements)

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“…Overall, the research to date is mixed. Using an experimental design, Wathington et al (2016) found no evidence of a significant impact on persistence or credits attempted and earned. However, in a quasi-experimental study, Douglas and Attewell (2014) found a positive effect on degree completion.…”

Section: Literature On Summer Bridge Programsmentioning

confidence: 90%

“…Fourth, the available data for summer bridge participants in the UNC system allow us to track outcomes across a longer period of time than many previous studies of these programs. For example, in their experimental study of summer bridge programs in Texas, Wathington et al (2016) tracked outcomes for 2 years following the summer in which the programs operated. Our study includes longer term outcomes, including graduation rates for some of the earlier cohorts of participants.…”

Section: Contributions Of This Studymentioning

confidence: 99%

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Building College Readiness: Exploring the Effectiveness of the UNC Academic Summer Bridge Program

Wachen

Pretlow

Dixon

2016

Journal of College Student Retention: Research, Theory & Pr

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Many students enter college without the skills and knowledge needed to successfully perform college-level work. An important leverage point for increasing college readiness is the transition from high school to college. One strategy implemented at postsecondary institutions to ease this transition, boost academic and social readiness, and foster students' academic momentum is the summer bridge program. The purpose of this study was to examine how summer bridge programs influence student persistence and completion. The study used propensity score analysis to examine the impact of five summer bridge programs operating in the UNC system from 2008 to 2014. The analyses showed a positive association between summer bridge participation and persistence to the second and third years. Participation in the program also increased the likelihood of graduating in 4 years. Additionally, we provide information on the costs of operating these programs.

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Section: Literature On Summer Bridge Programsmentioning

confidence: 90%

Section: Contributions Of This Studymentioning

confidence: 99%

Building College Readiness: Exploring the Effectiveness of the UNC Academic Summer Bridge Program

Wachen

Pretlow

Dixon

2016

Journal of College Student Retention: Research, Theory & Pr

Self Cite

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“…Although some studies failed to yield statistically significant effects in certain areas of interest, such as GPA, math and English grades, social skills, or the students' sense of belonging (Barnett, Bork, Mayer, Pretlow, Wathington, & Weiss, 2012;Johnson-Weeks & Superville, 2014;Wathington, Pretlow, & Mitchell, 2011), others supported the effectiveness of summer bridge programs by yielding higher GPA and retention rates (Bir & Myrick, 2015;Walpole, Simmerman, Mack, Mills, Scales, & Albino, 2008). The way in which data are interpreted can affect whether the study appears to support the use of summer bridge programs.…”

Section: Review Of Literaturementioning

confidence: 99%

Effectiveness of a Summer Bridge Program at McLennan Community College

2018

J-CASP

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In this quantitative research study, student performance data were collected from 2014–2016 summer bridge program participants to examine the relationship between participation in the MCC summer bridge program and selected student outcomes by comparison to a matched group of students who did not participate in the program. The research questions addressed in this study were as follows: To what extent did participation in a summer bridge program improve participants’ TSI scores? To what extent was participation in a summer bridge program related to DE placement results? To what extent did the average number of credit hours accumulated differ between students who participated in a summer bridge program and those in a comparison group that did not? The results from the three research questions revealed that students who participated in the MCC summer bridge program experienced some success in select outcomes, although other outcomes still need to be improved to increase student achievement in all objectives.

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“…Where Cluver and Orkin (2009) focuses on specific demographics, the WHO-AIMS report (2007) provides a more nuanced account of South Africa's mental health challenges, taking into account factors like the financing of mental health services, legislation, and policy frameworks that have been put into place. Subsequently, when considering the challenges faced by higher education in South Africa, it is not surprising that stakeholders have developed programmes and support structures to address student success (Engelbrecht, Harding & Potgieter, 2014;Potgieter, Harding, Kritzinger, Somo & Engelbrecht, 2015;McGhie & du Preez, 2015), in line with international practice (Bensimon, 2007;Hatch, 2016;Perez & Ceja, 2010;Perna, Rowan-Kenyon, Thomas, Bell, Anderson & Li, 2008;Stanton-Salazar, 2011;Stanton-Salazar, Vasquez & Mehan, 2000;Wathington, Pretlow & Barnett, 2016).…”

Section: Mental Health Concerns On South African Campusesmentioning

confidence: 99%

Paving the Road to Success: Reflecting critically on year one of an undergraduate student support programme at a large South African university

Klerk

Spark

Jones

et al. 2017

JSAA

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Student success, faculty and university throughput, and the need for adequate and appropriate student support remain prevalent issues in the South African and global higher education sectors. Subsequently, the Faculty of Commerce, Law, and Management at a large South African university applied for Teaching and Development Grant funding in order to address these areas of concern. The grant was awarded and initially intended to help students at risk by implementing appropriate interventions to prevent them from dropping out of university or being excluded. However, being labelled as "at risk" was not well received by students and so the grant holders designed a new programme, adopting a decidedly more holistic approach. As such, the Road to Success Programme was born. The first three months saw those involved conceptualise, plan, and develop strategies, material, and interventions that were implemented in January 2015. The vision was to scaffold and support first-year students, particularly those in danger of being academically excluded, through an integrated network of tutorials, workshops, online support, and a series of resources called Toolkits for Success, in an attempt to help students achieve their academic goals. Despite a number of challenges, ranging from funding shortfalls and food security to students' emotional wellbeing and resilience, 2015 proved invaluable in terms of refining strategies, gaining insight, and programme growth. Preliminary data shows an increased pass rate for students who engaged with the RSP, with higher pass rates linked to greater RSP attendance. Consequently, this article serves as a critical reflection of the RSP at the end of its inaugural year and will share data, highlight lessons learned and challenges faced, and discuss how the programme has been taken to scale in 2016.

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

Cited by 14 publications

References 0 publications

Building College Readiness: Exploring the Effectiveness of the UNC Academic Summer Bridge Program

Building College Readiness: Exploring the Effectiveness of the UNC Academic Summer Bridge Program

Effectiveness of a Summer Bridge Program at McLennan Community College

Paving the Road to Success: Reflecting critically on year one of an undergraduate student support programme at a large South African university

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