Bridge to Success: Insight Into Summer Bridge Program Students' College Transition
By MaryBeth Walpole, Herb Simmerman, C. Mack, J. Mills, M. Scales, D. Albano. Journal of The First-Year Experience & Students in Transition, 2008
103 citations recorded by the source corpus.
This study examines the college transition of students who participated in a summer bridge program. Three surveys collected longitudinal data on these students' aspirations and academic and social activities. Data provided from institutional research on their academic progress were also analyzed. A control group composed of non-participating entering students was used for comparison. Findings indicate that program participants' academic and social engagement increased over the first two years of the program, and the retention rate in the fall of their junior year was higher than that of the control group. There were no significant differences between the program students and the control group in the numbers of credits attempted or in grade point average. Control group students did earn significantly more credits than program students during two semesters.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/7c81475489160a87897fc8a89dd10e18d893e272
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
Citations in the corpus
- A head start in higher education: the effect of a transition intervention on interaction, sense of belonging, and academic performance (2020, background): “Evaluations of transition programmes have shown that participating students felt adequately prepared to interact with peers about school-related subjects and personal matters (Ackermann 1991), and that they took part in campus activities more often and had more informal contact with faculty over tim”
- Can a Summer Bridge Program Impact First-Year Persistence and Performance?: A Case Study of the New Start Summer Program (2013, unknown): “In addition, many practitioners are not trained in formal assessment, which often leads to a reliance on one-time satisfaction surveys that do not determine impact (Astin 1993; Garcia and Paz 2009; Strayhorn 2011; Walpole et al. 2008).”