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Evaluating an Academic Bridge Program Using a Mixed Methods Approach.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Evaluating an Academic Bridge Program Using a Mixed Methods Approach./
作者:	Yingling, Leslie.
面頁冊數:	1 online resource (158 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355911534

Evaluating an Academic Bridge Program Using a Mixed Methods Approach.
Yingling, Leslie.

Evaluating an Academic Bridge Program Using a Mixed Methods Approach. - 1 online resource (158 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--University of Arkansas, 2018.

Includes bibliographical references

As the demand for college degrees has increased, college enrollment has grown significantly, and economic forces have applied greater pressure on the higher education environment to produce more degrees and better post-graduation outcomes. Many public colleges and universities have felt these pressures distinctly because of their state funding environments and the specific expectations that exist within them. While college aspirations and attendance have broadly improved, achievement gaps persist along cultural, generational, and socioeconomic lines. In an effort to navigate and negotiate institutional goals, public expectations, economic needs, and educational ideals, institutions engage in diverse approaches to recruitment and retention. Academic bridge programs are one type of intervention used to help incoming college students relatively at risk of attrition to transition to college. This mixed-methods, multiphase study evaluates one year of a new comprehensive bridge program serving first-generation and low-income freshmen from the Arkansas Delta region at the state's flagship university. Retention and academic performance of participants and eligible nonparticipants were quantitatively analyzed and compared to assess the program's effectiveness. The participant experience was explored using quantitative and qualitative methods to capture their assessment of the program's helpfulness and their personal reflections about it.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355911534Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Evaluating an Academic Bridge Program Using a Mixed Methods Approach.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Tom E. Smith.
502 $a Thesis (Ph.D.)--University of Arkansas, 2018.
504 $a Includes bibliographical references
520 $a As the demand for college degrees has increased, college enrollment has grown significantly, and economic forces have applied greater pressure on the higher education environment to produce more degrees and better post-graduation outcomes. Many public colleges and universities have felt these pressures distinctly because of their state funding environments and the specific expectations that exist within them. While college aspirations and attendance have broadly improved, achievement gaps persist along cultural, generational, and socioeconomic lines. In an effort to navigate and negotiate institutional goals, public expectations, economic needs, and educational ideals, institutions engage in diverse approaches to recruitment and retention. Academic bridge programs are one type of intervention used to help incoming college students relatively at risk of attrition to transition to college. This mixed-methods, multiphase study evaluates one year of a new comprehensive bridge program serving first-generation and low-income freshmen from the Arkansas Delta region at the state's flagship university. Retention and academic performance of participants and eligible nonparticipants were quantitatively analyzed and compared to assess the program's effectiveness. The participant experience was explored using quantitative and qualitative methods to capture their assessment of the program's helpfulness and their personal reflections about it.
520 $a Findings indicate that the bridge program served students who were relatively disadvantaged as incoming college students even compared to similar students more at-risk than the general student, and that the program was associated with a very small positive effect on one-year retention. More and deeper investigation is needed to fully assess the influence of the program and whether it constitutes a cost-effective strategy for improving diverse enrollment and retention.
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538 $a Mode of access: World Wide Web
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650 4 $a Education policy. $3 1107727
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