Evaluation of a Summer Bridge Program Using Multivariate Matching
Open accessAbstract
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.
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Kornreich-Leshem et al. (2015) found no impact on GPA.
“while the other found no impact on GPA (Kornreich-Leshem et al., 2015).”
From Methodological Choices When Assessing Summer Bridge Programs in STEM Majors: A Scoping Review (2026) · cites this paper as Kornreich-Leshem et al., 2015
Kornreich-Leshem et al. (2015) considered SAT Math score, high school GPA, gender, ethnicity, and major as covariates to be matched between treatment and control groups.
“in their multivariate matching method, Kornreich-Leshem et al. (2015) considered SAT Math score, high school GPA, gender, ethnicity, and major as the covariates to be matched between treatment and control groups”
From Methodological Choices When Assessing Summer Bridge Programs in STEM Majors: A Scoping Review (2026) · cites this paper as Kornreich-Leshem et al. (2015)
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Research works printed but not linked: 4
- Nora A., Barlow L., and Crisp G., College Student Retention: Formula for Student Success (Praeger, 2005), pp.129-154.
- Goertzen R. M. et al. Phys. Rev. ST Phys. Educ. Res.7, 020105 (2011)
- Pike G.R. et al. In: Annual Meeting of the Association for Institutional Research. (Chicago: AIR, 2010), pp. 1-37.
- Albanna B.F. et al. AIP Conf. Proc. 1513, 7 (2013)
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Methodological Choices When Assessing Summer Bridge Programs in STEM Majors: A Scoping Review
Caballero Díaz, D., Amin, A., Musa, P., & Leung, V. (2026) · Education Sciences · doi:10.3390/educsci16020220
- Authors
- Kornreich-Leshem, H., Brewe, E., Hazari, Z., Milani, M., Potvin, G., & Kramer, L. H.
- Affiliations
- Florida International University (US)
- Venue
- Physics Education Research Conference Proceedings
- Published
- 2015-12-18
- Pages
- 175-178
- ISSN
- 2377-2379
- OpenAlex
- W2320135973
- Cited by
- 4
- References
- 0
- Citations by year
- 2026: 3 · 2025: 1
- FWCI
- 0.00
- Type
- conference paper
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by
- Locations
- Physics Education Research Conference (PERC) (publishedVersion, cc-by)
- The Physics Video Demonstration Database (Cornell University) (submittedVersion, cc-by)
- Funders
- Office of Naval Research
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Physical Sciences › Mathematics › Modeling and Simulation › Mathematics Education and Programs
- Social Sciences › Safety Research › Career Development and Diversity
- Keywords
- summer bridge programs, engineering students, transition to college, program impact evaluation, self-selection bias, cumulative grade point average, academic performance, social integration, student engagement
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