Many postsecondary institutions have implemented summer bridge programs as a way to assist underprepared students in achieving academic success during the summer prior to their freshman year. The research on these programs is limited and even more limited on programs in the community college ranks. This study examined participants in a summer bridge program from 2015-2018 and compared them to nonparticipants with similar ACT subscores in math and English. This quantitative study answered six research questions about the institution’s summer bridge program. Results showed there was no significant difference between participants and nonparticipants in grade point average (GPA), grades in English Composition I and College Algebra, retention, credit hours earned, and graduation rates. However, the results showed that participants in the program were involved in more discipline issues when compared to nonparticipants. These findings are consistent with some of the literature presented and not consistent with others.

The Individuals with Disabilities Education Act (IDEA) mandated that each child who qualifies for special education must have an individualized education program (IEP). Disciplinary issues and procedures under IDEA have been a source of concern among parents, schools, and advocates from disability groups. At issue are fundamental concerns about the protection of rights for students with disabilities, which must be balanced with the ability of school personnel to maintain safe school environments that benefits all students. This research examined the four survey questions related to discipline from a state-wide survey conducted by Education Service Center (ESC) Region 9 through a comparison of selected disability categories as they compare to the responses received from parents of students with the disability category of emotional/behavioral disorders (E/BD). In addition, the research examined the open-ended questions from surveys to determine the types of concerns reported by parents. Data accrued from a focus group of parents receiving special education services are also reported. Parents of students identified as having an E/BD rated their understanding of the school's discipline policy lower than parents of students from other eligibility categories. Almost 67% of parents of students identified as having E/BD stated that they knew that their child might be eligible for alternative discipline procedures. Parents of students identified as E/BD reported at a much higher percentage that they were aware that services must be continued if the child was removed from the instructional setting for discipline problems. In a focus group discussion, a majority of the parent's (67%) responded that they felt like they understood the school's discipline policies. When given a chance to respond through an open-ended questionnaire, parents addressed a variety of problems, such as children being continually suspended for behaviors related to their disability or the behavior intervention plan not being implemented.