This study examined the before-and-after effects of transitional summer programs at the University of Maryland-Eastern Shore, on pre-college students' perceptions, expectations, emotions, and knowledge about college. The study focused on academic, personal and social experiences, and how these changed throughout the course of the summer program. The participants (n=197) of this study were traditional, first-time, full-time pre-college students. The participants attended one of two six-week summer programs, the Louis Stokes Alliance for Minority Participation Program (LSAMP) or the Preparation and Adjustment for College Entrance Program (PACE). This study used a pre- and post-test, two-group comparison design with a quantitative component for collecting the data. This study found statistically significant differences among pre-college students, who participated in either a scholar's pre-college summer residential program (LSAMP) or in an at-risk pre-college summer residential program (PACE). The study also documented the impact of an intervention that focused on the academic achievement, study skills and the participation's perception of the academic, personal, and social aspects of attending college and their willingness to participate in an academic support intervention for pre-college students making that crucial transition to a postsecondary setting.
Hicks, Terence, "Assessing the Academic, Personal and Social Experiences of Pre-College Students" (2005). Faculty Working Papers from the School of Education. Paper 7.