The purpose of this study was to determine the effectiveness of early diagnosis and a summer program to strengthen precalculus skills before students enrolled in Engineering Calculus I. A meta-synthesis of interventions to increase success in college calculus was conducted, with a meta-analysis of studies that contained sufficient quantitative data to calculate Hedge's g effect sizes. Content validity for a mathematics placement exam was confirmed by an expert panel, and internal consistency of scores from 2008-2011 was verified using Cronbach's alpha. Effectiveness of a summer program to strengthen precalculus skills was measured by Hedge's g effect size. Results of content analysis of surveys given to tutors and students in the summer program were presented. ANOVA was used to compare mean GPA's of participants and nonparticipants of the summer program. The meta-synthesis revealed that numerous strategies, some in precalculus and some in calculus, were successful for increasing success in college calculus. For the studies in the meta-analysis, the highest effect sizes were found in studies that used a more comprehensive approach (e.g., collaborative groups and projects) rather than a single strategy (e.g., computer skills practice). An expert panel determined that the exam was a good measure of requisite knowledge for calculus. One question was considered unnecessary for calculus and was not of a type addressed in precalculus and was eliminated from further analysis. Cronbach's alpha was consistently above .8 for each year's scores 2008-2011 and for each subset of scores by gender, ethnicity, and selected majors for 2008-2011. The 122 students who participated in the summer program increased the average score by 6.45 points (total of 33), with 81% of the students raising their scores above the cut score to take Engineering Calculus I. Results of ANOVA to compare mean GPA's for students in the summer program and students who did not participate, both with placement exam scores in the range 16 to 21, inclusive, showed no significant difference. The summer program was successful in allowing some students the opportunity to strengthen their precalculus skills and take Engineering Calculus I a semester earlier than the control group.

The purpose of this quantitative study was to identify and explore the relationship between state appropriations and freshman to sophomore retention at public, four year institutions of higher education. Additional questions concerning the users of retention programming learning centers, summer bridge programs, and freshman seminars emerged during the analysis of the initial question. Data sources included the College Board annual survey of institutions, WebCASPAR, Barron's Profiles of American Colleges, and email surveying of the 271 institutions included in the sample for the years 1991 and 1996. The data was used in a series of multiple regressions and fixed effects regressions. The fixed effects method was viable since the same institutions provided observations for two points in time. The choice of independent variables was informed by retention theory and prior quantitative research into the retention question, as well as by the small body of literature addressing the efficacy of retention interventions. The new independent variable was the state dollars allocated per FTE student at each institution in 1991 and 1996.The multiple regression analyses confirmed that state dollars have a statistical impact on freshman to sophomore retention. In addition, the analyses suggested that summer bridge programming is the most effective of the three retention interventions considered, despite the small size of these programs relative to learning centers and freshman seminars. However, learning centers were the most numerous of the three programs and freshman seminars were the fastest growing. Descriptive statistics suggested that institutions using these three programs have higher populations of students of color and also were more selective than those institutions not using the programs.The fixed effects regressions, however, returned very different results, with freshman seminars showing a strong, negative effect on retention rates and state appropriations no apparent effect. Data limitations may have resulted in these disparate results. Implications of this work include a stronger case for institutions to lobby the states and the suggestion to implement summer bridge programming prior to the other two interventions while additional research should employ a more robust data set and focus on disaggregating state money into its primary beneficiaries.

For nearly half a century, institutions of higher education have implemented bridge programs in order to increase the retention and graduation rates of at-risk students (Pascarella & Terenzini, 2005). In fact, summer bridge programs (SBPs), which typically occur prior to a student's freshman fall term, are among the oldest strategies used to improve college retention rates (Garcia, 1991). Surprisingly, even though SBPs are widely acknowledged by both students and program administrators to be beneficial, there is very little empirical evidence assessing their effectiveness (Garcia, 1991; Kluepfel,1994; Pascarella & Terenzini; Rita and Bacote,1997; Ackerman 1990; Gandara & Maxwell-Jolly, 1999). This study, therefore, used a mixed methods approach to investigate the various adjustment issues of participants versus non-participants in a summer bridge program for engineering students at a predominantly White institution (PWI) in the mid-southeastern region of the United States. Specifically, the Academic, Social, Personal-Emotional, and Goal Commitment/Institutional Attachment subscales of the Student Adaptation to College Questionnaire (SACQ) were utilized (Baker & Siryk, 1999) for this purpose. One important finding that the SACQ revealed was that the personal-emotional scale was significant for gender since scores for men were higher than for females. The Summer Bridge Inventory (SBI) that was employed in this research also revealed that summer bridge participants and the director of support programs shared similar opinions about the strengths and weaknesses of the program and its related activities. In conclusion, college administrators and directors of summer support programs should carefully assess programmatic outcomes to ensure that their institutions' SBPs provided the needed supports that will enhance the retention and graduation rates of at-risk students in engineering. / Ph. D.

This study was an investigation of academic outcomes for student athletes who did or did not participate in an athlete-specific freshman Summer Bridge program in a private Division I university in the western United States. Analysis of data across five years yielded results regarding fall, winter, and cumulative GPA; and progress toward degree for special admit and general admit student athletes. Data indicate significant differences between groups in terms of GPA and progress toward degree for the first year. However, there were no significant main interaction between time and group as measured by differential slopes over time according to group membership in terms of semester GPA. The discussion includes application for practice and further research.

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 student population of the Southern California community college used for this study was just over 10,000 students in 2011. While retention rates for all community college students are a matter of concern, retention rates for Basic Skills students are particularly alarming. The college used for this study reports that 97% of their students assessed into developmental education courses. Currently, California community colleges are working towards implementing several types of intervention strategies with the objective of positively influencing Basic Skill student persistence. Summer bridge programs are one of these strategies. Students completing summer bridge programs are showing signs of immediate academic improvement. However, there is a gap in knowledge regarding the continuing retention rates for students participating in the programs and the motivational factors that influenced the students to participate in, and complete, the programs to begin with. This study focused on student retention and motivational factors through the lens of Self-Determination Theory. While external motivation factors are sometimes viewed as a means to an end and not necessarily conducive to long-range success, Self-Determination Theory supports the concept that extrinsic motivation factors can merge into intrinsic motivation and can therefore be productive. Researchers have suggested summer bridge programs should be evaluated over a longer period of time and should incorporate additional measures rather than relying solely on pre-test/post-test data. With this in mind, this study examined one summer bridge program over a four-year period and focused on student survey data and interview data, which asked students to self-report their motivational influences for attending one of four summer bridge programs. Using the lens of Self-Determination Theory, the researcher analyzed the data looking for intrinsic and extrinsic motivational factors. One of the significant outcomes of the study is that the researcher was able to identify motivational factors relating specifically to one summer bridge program. Some eternal factors reported included retaking the assessment test, receiving school supplies, and meeting the requirements of specific scholarships. Intrinsic motivational factors focused on building relationships and improved academic competence. Finally, continued research regarding intrinsic and extrinsic motivational factors can also expand to the larger community college student body since motivation in higher education is a multilayered concept.

No description available.

This quantitative study assessed student success by examining the academic progress of Act 101 summer bridge program subjects who completed two semesters in a suburban mid-Atlantic community college. The study compared qualified students who participated in the Act 101 program to Act 101 students who did not participate in the seven week academic experience in order to determine whether the program made a significant difference in the academic progress of these first year participants by reviewing the number of developmental courses required, assessing their semester one and semester two grade point averages, end of year credits, and retention rate over a five year period of time. A third group of students who did not qualify for the Act 101 program but met the admission requirements because of similar socio-economic and academic demographics were included for comparison purposes. The study also determined whether there were any significant differences in the level of success among the three groups based on student demographics including age, gender, ethnicity, and educational attainment of both the mother and the father. The outcomes of the study provide insight and infer policy implications: whether Act 101 students are likely to increase or reduce the prevailing pattern of proclivity for social reproduction. Act 101 summer bridge programs, targeted at college-bound freshman who are not college-ready, has a long history. Over forty years ago Honorable K. Leroy Irvis, then majority leader of the Pennsylvania House of Representatives, recognized that many residents of the Commonwealth were unable to pursue higher education due to prevailing social conditions. With the support of the State Black Conference on Higher Education, he created the 1971 Higher Education Equal Opportunity Act, frequently referred to as Act 101, to provide additional assistance. The summer experience is focused on academics including writing, reading, mathematics, study skills, time management, counseling and computer literacy. Act 101 bridge students are low-income, mostly first generation learners who have experienced limited success in high school and must enroll in two or more developmental classes. Research data documents that the more barriers that students face, the more unlikely it is that they will obtain a credential. Many of these students lack adequate high school preparation which will inhibit them from attaining their goals. The more developmental courses these students take, the less likely these students will earn a degree as they expend their finances and lengthen their timeline. The ethical question is raised as to whether these students should incur indebtness if they are at high risk for non-completion of their goals. However, going to college represents the best option for escape from poverty and it increases opportunity for upward mobility. The findings of this study show that the semester 2 grade point average for the summer bridge students was significantly higher compared to the grade point average of the non-summer bridge students. The summer bridge subjects also had significantly more credits at the end of year 1 compared to subjects in the non-summer bridge group. In addition, the summer bridge students had the highest rate of retention among the three groups. Among other findings, the Act 101 subjects were older, predominately African American and female whose parents had graduated from high school. Older students needed more developmental courses. Subjects in the non-summer bridge group, all of whom elected not to participate in the SBP, needed the most developmental courses among the three groups. Their year 1 credit total of 3.57 credits suggested that their decision to decline the tuition-free summer opportunity was not in their best interest. The outcomes support policy implications that subjects in the summer bridge group took a small step forward in reducing the prevailing pattern of proclivity for social reproduction but subjects in the non-summer bridge group did not make enough strides by the end of year one to indicate that their educational experience thus far is impacting their social mobility status. / Educational Administration

“College Readiness” has been a phrase discussed across higher education and the workforce in most recent years. However, the perception of College Readiness has been debated throughout history as there is not a universal agreement on the philosophy of what it means to be College Ready. In Mississippi, the state has not even defined this phrase so there is not a way to measure the success of College Readiness. Because of this lack of universal philosophy, the purpose of this study is to understand the philosophy of college readiness programs in the state of Mississippi. The research question guiding this study will include: How do different stakeholders assigned to align college readiness programs between P-12 and postsecondary systems understand the philosophy of college readiness? Moreover, what influences the beliefs that shape philosophies about college readiness held by these stakeholders? Leaning on research from Thelin (2004), Conley (2007), and the Ecological Model of College Readiness as designed by Arnold et al. (2012), the literature review synthesizes research on the history of college readiness in American Higher Education, the definitions of College Readiness, and the most widely accepted conceptual framework to explain the factors that influence College Readiness among students. The design of this study included a qualitative comparative analysis and used focus groups to collect data from the perspectives of 16 directors or coordinators who are responsible for organizing or implementing college readiness programs across the state of Mississippi. As a result, the theme from the participant responses supported the consensus that college readiness is a complex and undefined phrase. However, each participant agreed that to be college ready, students need to have more than academic readiness. Instead, students must also have individual characteristics that yearn for a plan after high school. Another conclusion made was that college readiness is influenced by the students’ surroundings including people and politics. While the most current conceptual framework helps identify factors that influence college readiness, it does not precisely identify the relationships among the different layers or help explain when a student becomes college ready. Therefore, additional research should be conducted to determine the stages by which students pass through to become college ready.

Colleges and universities face a critical challenge in addressing the educational needs of their academically underprepared students. With college dropout rates increasingly rising, post-secondary institutions must ensure that these students have both the knowledge and the skills necessary to succeed in higher education and beyond. The aim of this study was to investigate the learning and study strategies and skills of students participating in a university summer bridge program (SBP), which is a 6-week, high-school-to-college transition program for academically underprepared, at-risk, first-year students (as defined by the university). The relationships between SBP students' learning and study strategies and two measures of college achievement (first-year GPA and first-to-second-year persistence) were investigated using a two-phase, mixed-methods explanatory design. In Phase 1 of the study, the Learning and Study Strategies Inventory (LASSI) profiles of SBP students (N = 266) were examined. The LASSI, an 80-item, self-report questionnaire, is used to assess students' knowledge and use of various cognitive, motivational, and self-regulatory strategies that contribute to strategic learning. In Phase 2 of the study, semi-structured interviews were conducted to follow-up with purposefully selected SBP students (n = 4) during their sophomore year at the university. Results of the study found that selecting main ideas and test strategies (LASSI) scales were significant predictors of first-year college GPA. Motivation, as assessed by the LASSI, was a significant predictor of first-to-second-year college persistence. Interviews conducted in Phase 2 of the study expand on these findings. Implications for educational policy and practice are highlighted. / Educational Psychology