1 / 5

EOP Summer Bridge Program Evaluation for Commuter Bridge

This evaluation study analyzes the impact of the Summer EOP Commuter Bridge Program on the success of EOP students in their GE math courses. The study also explores the role of ethnicity and ELM score on the program's effectiveness.

kimsmith
Download Presentation

EOP Summer Bridge Program Evaluation for Commuter Bridge

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. EOP Summer Bridge Program Evaluation for Commuter Bridge Andrea Nemeth, Mathematics Department, College of Science and Math for EOP

  2. GuidingQuestions • Does the Summer EOP Commuter Bridge Program help EOP students to be successful in their GE math courses? • Does ethnicity have a factor in the success rate? • Which group of students benefitted the most of this math program based on their ELM score?

  3. Overview of Data We used data from 2012-2015 for all EOP students • Demographic information • ELM score • Math classes taken • Grade in math classes taken Data used from CSUN Counts • Graduation rates for all EOP and CSUN students • Continuation rates for all EOP and CSUN students

  4. Findings Those who participated in the EOP 2013 Summer Commuter Bridge Program Math 092 • Had a higher graduation rate than the overall graduation rate for all EOP students • Had a higher 1-year and 2-year continuation rate than all EOP students and all CSUN students • A high percentage (21%) finished at least one GE math course by the end of their freshmen year with a C or better. • Passage rates in the subsequent course is at par with overall passage rates • ELM factor: within each group (0-32, 34-48), the ELM score does not seem to be a significant factor • Ethnicity factor: ethnicity does not seem to be a significant factor

  5. Concluding Thoughts • EOP should continue the math instructions during the summer Bridge program • We can evaluate and reconsider the effectiveness of ALEKS for non-stem majors • Further analysis: • Investigate other cohorts • Compare results with the Summer ESM cohort • Do qualitative assessment with summer Bridge students

More Related