Assessing a Summer Bridge Program: Centering Student Voice and Student Learning

Abstract

Summer bridge programs (SBPs) are intended to promote student learning, academic achievement, and persistence to graduation. They are also a viable vehicle for supporting diverse minoritized student constituencies. Our study, guided by a student-centered assessment approach, examined the experiences of incoming first-year students. Findings highlight the importance of the program in supporting students’ transition to college, academic skill development, and building social networks. This study offers implications for those interested in assessing and improving SBPs.