Proactive Preemptive Support: Study Examines Outcomes of a Summer Bridge Program for Low Income First Generation College Students

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Johnson, R. A., Simko, T., & Imai, K. (2024). A summer bridge program for first-generation, low-income students stretches academic ambitions with no adverse impacts on first-year GPA. Proceedings of the National Academy of Sciences, 121(50), e2404924121

Introduction

First-generation, low-income (FGLI) students face systemic challenges at elite universities, including academic preparation gaps, lower social belonging, and barriers to institutional support. While brief psychological interventions address some issues, universities are increasingly investing in intensive programs, like summer bridge initiatives, which aim to prepare FGLI students academically and socially for college. This study evaluated the impacts of a six-week, residential summer bridge program at a highly selective university, focusing on its effects on students’ first-year academic outcomes.

Methods

The study used a randomized controlled trial (RCT) design across three cohorts (2017–2019), involving 418 FGLI students identified by the university as needing additional support. Students were randomized to either a treatment group, which attended the residential program, or a control group, which either participated in online programming or received no intervention.

The treatment included:

  • Enrollment in credit-bearing humanities and STEM courses.
  • Exposure to the university’s hidden curriculum, such as navigating academic resources.
  • Peer and faculty interactions through seminars and community-building activities.
  • Coverage of costs including housing, meals, and stipends.

The study measured outcomes such as:

  1. Academic ambition (e.g., proportion of non-introductory courses and courses taken for a grade).
  2. Academic performance (e.g., first-year GPA and rates of withdrawal).

Results

  • Academic Ambition: The program increased the proportion of non-introductory courses by 7 percentage points and the proportion of courses taken for a grade by 6 percentage points. Total course units also increased for participants.
  • Academic Performance: Despite increased course difficulty, there was no adverse effect on first-year GPA or academic withdrawal rates. The median GPA of treatment students remained on par with the control group.
  • Subgroup Analysis: The program benefited FGLI students regardless of prior exposure to enrichment programs or parental education levels, suggesting broad applicability.

Discussion

The study demonstrates that intensive summer bridge programs can encourage FGLI students to pursue more rigorous academic paths without compromising performance. The benefits likely stem from a combination of academic preparation, peer support, and faculty mentorship. However, the high cost of such programs ($15,000 per student) may limit their scalability. Future research should explore long-term impacts on graduation rates, career outcomes, and psychological factors like belonging.

Implications for Mentoring Programs

  • Teach Hidden Curricula: For FGLI students, provide explicit guidance on navigating institutional resources, office hours, and academic expectations.
  • Ensure Accessibility: Offer financial aid and cover program costs to reduce barriers for participation.
  • Longitudinal Support: Include follow-up mentoring to sustain academic and social gains beyond the initial intervention.

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