The Promise of Developmental Summer Bridge Programs

Elisabeth Barnett, Thomas Bailey, and the NCPR Team

IES ConferenceJune 2010

About the Center

The National Center for Postsecondary Research focuses on measuring the effectiveness of programs designed to help students make the transition to college and master the skills needed to advance to a degree.

Primary funding from IES of the U.S. Dept. of Education Housed at CCRC, Teachers College, Columbia University Partners

MDRC Curry School of Education, University of Virginia

Developmental Education

Evidence suggests that the current developmental education system does not work well (Bailey, 2009; Pusser & Levin, 2009)

Most students do not complete their developmental sequences (Calcagno, Crosta, Bailey, & Davis, 2007)

Students placed into developmental education are less likely to complete college (Adelman, 2006)

Placement into developmental education in community colleges

From NELS (1988-2000) 58 percent—at least one course

44 percent—1 to 3 courses 14 percent—more than 3 courses

From ATD (2003-2006) 59 percent—at least one course

Summer Bridge Programs

Long history in higher education (Kezar, 2000)

Little research on efficacy. Design is grounded in literature on

acceleration (Wlodkowski & Kasworm, 2003), social know-how (Deil-Amen & Rosenbaum, 2003), college knowledge (Conley, 2005), and contextualization (Perin, 2007).

Developmental Summer Bridge Study

Eight colleges and universities around Texas

Three programs funded in part by THECB grants

All contribute some college funds and received NCPR funding

Students Most just completed high

school All need remediation

Bridge Programs in the Study

Four to six weeks

Accelerated instruction in developmental math,

English, and/or reading

Academic and student services support

“College knowledge” component

Student cohorts

Student stipend for completers

Potential Benefits of Developmental Summer Bridge Programs

Reduced need for developmental education

Exposure to college and academic expectations

Contact with college faculty and administrators

Small cohorts of students

Stipends to reduce need for summer jobs.

The Research

Qualitative (data source: interviews, classroom observations, focus groups, surveys) What do the programs and students look like? What are the challenges in implementation? What program design elements show promise?

Quantitative (data source: student data from Fall 2009 to Fall 2010)

Do summer bridge programs reduce the need for developmental education and improve other college-related outcomes?

SUMMER 2009 BRIDGES: Students in the Sample

About the Students 84% Hispanic 62% Female Mean age - 19 61% qualified for free/reduced lunch 40% heard about DSB from counselor; 21% from a

flyer Motivations for applying to DSB: attaining college

level standing, improving skills, experiencing college

SUMMER 2009 BRIDGES:Contact Hours

College Total hours Weeks

El Paso 100 5

Lone Star- Cyfair 67 4

Lone Star- Kingwood 64/52 4

Palo Alto 64 4

San Antonio 97.5 5

St. Philips varied 4

South Texas 100 5

TAMIU 100 5

SUMMER 2009 BRIDGES: Subjects Studied

College Math only Both Math and English

El Paso x Lone Star- Cyfair x Lone Star- Kingwood x Palo Alto x San Antonio x St. Philips x South Texas x TAMIU x

Subjects Studied 3 offered math; 5 offered both OR either

math and English. Some course-based; some not. Taught by regular faculty. Curriculum generally based on existing

developmental education. Some classes were “leveled;” others were

not. Both approaches were seen as viable.

SUMMER 2009 BRIDGES:College Knowledge

El Paso Dream class (writing); college knowledge presentations

Lone Star- Cyfair Career assessment, learning style inventory, & orientation

Lone Star- Kingwood Provided in 4 workshops and individually by mentors

Palo Alto Student Development Course; assistance with financial aid; use of Que Pasa text

San Antonio

Abbreviated Student Success course (1 credit)

St. Philips

Student Development course (1 credit)

South Texas

4 presentations on college success

TAMIU 4 presentations on college success; assistance with applications and financial aid

College Knowledge 3 used abbreviated student success courses 4 offered presentations Faculty, mentors, and tutors played a role Topics included:

College applications and financial aid Help seeking in college Managing stress Understanding college culture

SUMMER 2009 BRIDGES:Student Support

El Paso

Mentoring program

Lone Star- Cyfair Mentoring; tutor assigned to each class for 4 hrs/wk

Lone Star- Kingwood Tutors in classes entire time; structured mentor time.

Palo Alto Tutors in class; mandatory daily tutoring session

San Antonio

Tutoring and lab use is voluntary

St. Philips

Use of labs and tutoring

South Texas 3 tutors; about 3 hours a week in the lab

TAMIU Lots of involvement with mentors, tutors, and program staff

Student Supports 4 colleges used mentors.

Amount of training varied Some mentoring was 1-1; some in groups Mentors were older students

All programs offered tutoring Lab time had different degrees of structure. Mentors and tutors were generally impressive, but

sometimes stretched thin. Students received stipends.

Preliminary Implementation Findings College knowledge- provided formally and

informally- is important for connecting and engaging students.

Course-based vs. non-course-based formats provided different experiences.

The accelerated format was important, yet challenging to implement.

Random Assignment Design

Targeted students invited to participate in study

Program groupEnrolled in enhanced programs and services

Control groupReceived regular courses and services

Baseline data collected

Students give consent

Random Assignment

Outcomes of Interest

College enrollment rates Need for developmental coursework Credit accumulation Persistence Enrollment status (FT, PT) Financial aid utilization

Subgroup analyses will also be done (income status, prior achievement)

Preliminary Impact Findings

A first look at early findings: Program impacts on college enrollment in the fall of 2009, to be presented at the IES conference.

Additional outcomes and longer follow-up will be presented in future reports.

For more information:

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National Center for Postsecondary ResearchTeachers College, Columbia University

525 West 120th Street, Box 174, New York, NY 10027 Email: ncpr@columbia.eduTelephone: (212) 678-3091

NCPR is funded by the Institute of Education Sciences of the U.S. Department of Education