We report results from the implementation and impact evaluations of a three-week summer bridge mathematics program. This program was designed to challenge and support rising ninth grade students and in particular Multilingual Learners. We report the extent to which implementing teachers enacted the activities as intended and note challenges that implementing teachers reported with the ambitious program for mathematics learning in a summer setting. For the impact study, we implemented two experiments with assignment at the student level: a classic randomized controlled trial with 37 students in the analytic sample and a delayed-intervention randomized controlled trial with 114 students in the analytic sample. Our impact analysis was a single-level linear regression model with demographic and prior math achievement covariates. While the impact on student math outcomes was positive, ranging from 0.03 to 0.19 standard deviations, these effects were not statistically significant due to sample attrition.
Chu et al. (Tue,) studied this question.