The University of Hartford, Hillyer College Summer Bridge Program: A Model and Case Study for Improving Student Academic Performance
Elena A. Cheser

This study follows student performance in math from student entry into the University of Hartford Summer Bridge Program to the final grade of the first academic semester math course in Hillyer College. Based on the results, a model has been developed which maps and quantifies the critical path for academic success. Program effectiveness was assessed in two dimensions: (1) Bridge Program students: (a) determination of progress made during the Bridge Program; (b) determination of relationships between the first regular semester math course grade with Δ (difference between Pre- and Post-Program test results) Math SAT scores Bridge and Non-Bridge students; (2) Comparison between Bridge and Non-Bridge students of regular semester final grades. Results show that for students who complete the Summer Bridge Program: (1) the overall mean score on the post-Program assessment is statistically significantly greater than the pre-Program assessment mean score; (2) the degree of individual student improvement demonstrated over the course of the Summer Bridge Program correlates significantly with individual first semester final grades in math;(3) the overall mean score of the first semester final grades in math for the Bridge Program cohort is statistically significantly greater than the mean score for non-Bridge students who completed the same first semester math course; the enhanced performance is equivalent to approximately a full letter grade.

Full Text: PDF     DOI: 10.15640/arms.v3n1a4