Workforce Strategy Center

CONCLUSION

By showcasing these four bridge program sites, we have tried to distill what research tells us about putting low-skilled adults on a path to postsecondary training and, ultimately, sustainable employment. In other words, while there are certain core attributes in all successful programs, bridge program delivery is not a “one size fits all” proposition. Rather, success depends on adapting those core characteristics to the specific needs of the local community. The emerging field of bridge programs is made up of different types of organizations that develop and deliver educational strategies that can be successful for individuals with specific characteristics and challenges while responding to local labor market conditions.

In looking to apply these practices we would suggest that bridge program practitioners employ a two-stage process.

The first stage is to instill the seven core practices that emerged from this research into promising bridge programs. We encourage program administrators to implement and policymakers to support programs characterized by solid curriculum, inspirational leaders, integrated funding, cooperative partnerships, extra support services, peer networks, and measurable performance. Together, these practices form the basic standards by which future bridge programs should be developed, implemented, and measured.

With these core practices at work, we’d also be wise to stay true to the one overriding theme heard among practitioners and partners interviewed for this report. The single most important factor in running a successful bridge program lies in keeping focus squarely on the student and the student’s needs. Student focus shapes program design and implementation, drives fundraising efforts, and delivers the catalyst for engaging partners.

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