Getting Ready for College: An Implementation and Early Impact Study of Eight Texas Developmental Summer Bridge Programs

Wathington, Heather D.; Barnett, Elisabeth; Weissman, Evan; Teres, Jedediah; Pretlow, Joshua; Nakanishi, Aki; Zeidenberg, Matthew; Trimble, Madeline Joy; Black, Alison; Mitchell, Claire; Wachen, John

Displayed on billboards and license plates alike, “College for All Texans” is the unofficial motto that is promoted statewide to encourage college readiness, participation, and success in Texas. Policymakers, educators, and business leaders agree that Texas must increase rates of college participation and success to preserve the economic vitality of the state and to secure the future well-being of Texas residents. To address the dynamic needs of the growing state population, Texas launched in 2000 an ambitious statewide strategic plan called called Closing the Gaps by 2015. One of the primary objectives of this plan is to increase enrollment and academic success in Texas colleges and universities. One component of the Closing the Gaps by 2015 initiative was the creation of developmental summer bridge programs — intensive summer experiences that offer eligible students remedial instruction in math, reading, and/or writing along with an introduction to college. Developmental summer bridge programs aim to reduce or eliminate the need for developmental courses so that more students are prepared for college-level courses in their first semester of college. Programs typically offer intensive, targeted coursework for four to five weeks over the summer, accompanied by tutoring, additional labs, and student support services. The integrated approach used in developmental summer bridge programs is thought to help ease students’ transition into college. But despite the increasing popularity of summer bridge programs across the country, little empirical research on their outcomes or impacts has been conducted


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More About This Work

Academic Units
Community College Research Center
Community College Research Center, Teachers College, Columbia University
Published Here
April 4, 2014