While the proposed adjustments strengthen the structure and intent of the Summer Success Academy, several potential challenges may impact implementation and outcomes:
1. Financial Barriers for Students:
Even with reduced or subsidized costs, some students may face financial challenges related to housing, meals, or required course materials during the summer term. These barriers could limit participation among students who would benefit most from the program. Exploring financial aid options, scholarships, or institutional funding support will be critical to ensure equitable access.
2. Student Engagement and Motivation:
Maintaining consistent engagement among recently graduated high school students during the summer months can be difficult, particularly for those not yet fully connected to campus life. Early relationship-building, peer mentor outreach, and integrating engaging social and academic activities may help sustain motivation and commitment.
3. Transcript and Placement Timing:
Delays in receiving final high school transcripts can complicate accurate placement into English and Math courses. Additionally, test-optional admissions policies may result in students being placed into or exempted from co-requisite courses later than expected. Close coordination with Admissions and the Registrar’s Office will be necessary to ensure timely transcript review and placement decisions.
4. Late Cohort Formation and EnrollmentFinalizing the student cohorts too late in the admissions cycle may hinder recruitment, housing assignments, and course scheduling. To avoid this, the program should establish clear internal deadlines for identifying eligible students, confirming participation, and finalizing rosters well in advance of the summer start date.
To ensure the continued success and sustainability of the Summer Success Academy, collaboration and support beyond the university will be essential. Several areas of external partnership and assistance would significantly strengthen the program’s reach, quality, and financial stability.
1. System-Level Support and Alignment:
Guidance and coordination from the University System Office would be beneficial in sharing best practices, data benchmarks, and models from other USG institutions that have implemented successful co-requisite summer bridge programs. System-level collaboration could also help establish consistent standards for conditional admission pathways, assessment measures, and reporting expectations.
2. Funding and Resource Support:
Continued or renewed funding support from the System Office or external grants will be critical to offset student costs for tuition, housing, meals, and instructional materials. In previous iterations of the program, partnerships with two external organizations helped make participation low to no cost for students. Reestablishing or expanding these partnerships—or securing new ones through state or system-level initiatives—would greatly enhance access and affordability.
3. Institutional Collaboration and Knowledge Sharing:
Engaging with peer institutions across the USG that have successfully scaled or sustained co-requisite summer bridge models would provide valuable insights into effective recruitment, curriculum design, and support structures. Formal or informal communities of practice among institutions could promote ongoing collaboration, allowing campuses to share tools, training materials, and data-driven strategies.
4. Research and Evaluation Support:
Access to system-level data and evaluation expertise could strengthen the program’s ability to measure outcomes related to retention, GPA, and long-term persistence. Collaborative assessment frameworks would also allow the university to demonstrate alignment with broader USG student success goals.
