Beating the Heat: Navigating “Summer Melt” Across the University MNPS Program

• In Event: Reducing Disparities in Postsecondary Readiness, Matriculation, and Persistence

Abstract

Objectives. This research practice-partnership project examined the factors and conditions contributing to the “summer melt” phenomenon among Southern Public Schools (SPS) students (a pseudonym) awarded scholarships through a new college enrollment program called “University SPS.” The district's goal centers on increasing college access for students who would otherwise face significant social, financial, and academic barriers to higher education (Castleman et al., 2014; Cripps, 2023; Perna, 2006).

Perspective. This project paired researchers at Vanderbilt University with SPS program coordinators to address these research questions: What factors shape the decision to enroll/not enroll in college among scholarship recipients? How do summer bridge programs, including college/peer mentors, tech/text-communications, counselors, and summer financial support impact (non)matriculation? How do organizational features of participating higher education institutions (summer experience programs; outreach; size; location; mission) shape the varied (non)matriculation patterns observed across these colleges/universities?

Methods & Data Sources. This research focused on unraveling the complexities of the "summer melt" phenomenon among graduates from a large, public, diverse school district who are offered a post-secondary opportunity with a full-tuition scholarship. Our team employed a combination of in-depth interviews and focus groups, engaging both enrolled and unenrolled students to capture a comprehensive range of experiences. Additionally, we interviewed program directors and a high school counselor, and used innovative participant recruitment strategies, including texts with memes to gather rich qualitative data. Interviews were digitally recorded using Otter.ai for detailed transcriptional analysis.

Results. The process of choosing a college is one that is deeply personal and complex, with various familial and social influences playing significant roles in the decision. The transition from high school to college presents a steep learning curve, as students navigate unfamiliar academic demands and institutional systems. This research unpacks the effectiveness of holistic programming beginning the summer prior to matriculation that continues through the student’s academic journey, leading to an improvement in student enrollment, retention, and connection during the first year and beyond (Castleman & Page, 2014). Additional findings suggest many students do not fully understand the total cost of college (Castleman et al., 2014), which includes fees, food, books, and other miscellaneous items beyond tuition. This lack of understanding often leads students to work multiple jobs and live at home, which may compromise the college-going experience and acclimation during the first year of study.

Significance & Recommendations. Based on these findings, the research team recommends extending the timeframe between scholarship acceptance and college entry, which would allow students more time to acclimate to higher education's demands and reduce feelings of overwhelm. Implementing robust bridge programs led by a dedicated liaison staff would support tailored, ongoing support for scholarship recipients beyond initial enrollment. Enhanced holistic programming would provide students consistent interfacing and methods of accountability during the crucial first year of college. Finally, continuous and comprehensive data collection are essential. By analyzing student-level data, program coordinators can (and should) monitor student progress and enhance students’ academic success and graduation rates.

Authors

• Amanda Alibrandi, Vanderbilt University

• Brittaney Baker, NashvillePeer

• Claire E. Smrekar, Vanderbilt University

• Sanjana Ballal-Link, Metropolitan Nashville Public Schools

• Abbey M. Loehr, Metro Nashville Public Schools