Evaluation of a Summer Bridge Program Using Multivariate Matching

Abstract

Summer academic bridge programs often play a dual role of supporting students' academic and social integration in the transition from high school to college. Assessment of the impact of such programs tends to rely on self-reported student surveys and institutional records and often does not control for self-selection effects. Using multivariate-matching methods, this study examines the effect of a summer bridge engineering program on subsequent academic performance such as cumulative GPA. Controlling for selection effects, the analysis accounts for pre-college academic and demographic covariates and creates a matched control and treatment group. Within this well-controlled framework, we find no impact on an academic outcome, which resonates with other research findings. Viewed through the lens of Nora's student engagement model, we discuss social integration outcomes which can potentially assess indirect programmatic effects such as participation in a Learning Assistant Program and enrollment in reformed STEM classes.

Leveraging undergraduate learning assistants when implementing new laboratory curricula

“…Implementation of a process-oriented guided inquiry learning introductory chemistry course resulted in improved selfefficacy and confidence in students with little prior chemistry knowledge and experience (Vishnumolakala et al, 2017). The introduction of LAs during the return to in-person classes had the potential to positively impact students' comfort and safety in the laboratory, with the additional benefit of improving learning assistants' confidence and attitudes towards chemistry (Smith, 2008;Kornreich-Leshem et al, 2022).…”