A Randomized Evaluation of Early Elementary Reading and Math Outcomes from Voluntary Summer Learning Programs PDF Download
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Author: Joseph R. Anthes
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
More than a century of research exists on summer learning loss and summer learning programs. However, many schools continue to underutilize the summer as a period of time in which students with academic deficits can catch up to their peers. Few studies have explored the impacts of summer learning experiences on concentrated, school-level populations. Furthermore, summer learning programs are rarely evaluated, leading to false assumptions regarding student learning and potentially, the misuse of valuable and scarce school resources. The current study evaluated the impact of two different summer learning programs on the reading and math outcomes for first and second grade students from a small Title I elementary school within an urban locale in eastern Pennsylvania. The study capitalized on the elementary school's random assignment of students to summer learning programs by conducting a secondary database analysis. In a sample of 54 students, 23 students declined participation (DP), 16 enrolled in the district's Title I (DT1), program and 15 students enrolled in the Community School (CS) program. A combination of experimental and quasi-experimental designs were used to compare Acadience Reading and easyCBM Math fall benchmark assessments for the three experimental groups to evaluate the two locally controlled, complementary summer programs.Using a series of descriptive and inferential statistics, the analysis revealed that students from historically marginalized groups and those with lower academic performance in the spring were more likely to access the school's summer learning opportunities. However, ANCOVA and multiple regression analyses revealed that neither the DT1 and CS summer programs had a significant effect on most fall reading outcomes or on math outcomes. Multiple regression analyses also showed a non-significant relationship between program attendance and fall reading and math outcomes, while the descriptive statistics found notable differences in summer program attendance rates. The evaluation offers a model for future lower elementary programming and evaluation, as well as recommendations for school leaders seeking to implement and improve summer learning programs. In addition, the study points to future summer learning research opportunities.
Author: Joseph R. Anthes
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
More than a century of research exists on summer learning loss and summer learning programs. However, many schools continue to underutilize the summer as a period of time in which students with academic deficits can catch up to their peers. Few studies have explored the impacts of summer learning experiences on concentrated, school-level populations. Furthermore, summer learning programs are rarely evaluated, leading to false assumptions regarding student learning and potentially, the misuse of valuable and scarce school resources. The current study evaluated the impact of two different summer learning programs on the reading and math outcomes for first and second grade students from a small Title I elementary school within an urban locale in eastern Pennsylvania. The study capitalized on the elementary school's random assignment of students to summer learning programs by conducting a secondary database analysis. In a sample of 54 students, 23 students declined participation (DP), 16 enrolled in the district's Title I (DT1), program and 15 students enrolled in the Community School (CS) program. A combination of experimental and quasi-experimental designs were used to compare Acadience Reading and easyCBM Math fall benchmark assessments for the three experimental groups to evaluate the two locally controlled, complementary summer programs.Using a series of descriptive and inferential statistics, the analysis revealed that students from historically marginalized groups and those with lower academic performance in the spring were more likely to access the school's summer learning opportunities. However, ANCOVA and multiple regression analyses revealed that neither the DT1 and CS summer programs had a significant effect on most fall reading outcomes or on math outcomes. Multiple regression analyses also showed a non-significant relationship between program attendance and fall reading and math outcomes, while the descriptive statistics found notable differences in summer program attendance rates. The evaluation offers a model for future lower elementary programming and evaluation, as well as recommendations for school leaders seeking to implement and improve summer learning programs. In addition, the study points to future summer learning research opportunities.
Author: Jennifer Sloan McCombs
Publisher: Rand Corporation
ISBN: 0833088203
Category : Education
Languages : en
Pages : 139
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Book Description
The Wallace Foundation’s National Summer Learning Study, conducted by RAND and launched in 2011, offers the first assessment of district-run voluntary summer programs over the short and long run. This report, the second of five that will result from the study, looks at how summer programs affected student performance on math, reading, and social and emotional assessments in fall 2013.
Author: Catherine H. Augustine
Publisher:
ISBN: 9780833096609
Category : Education
Languages : en
Pages : 0
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Book Description
RAND researchers assess voluntary, district-led summer learning programs for low-income, urban elementary students. This third report in a series examines student outcomes after one and two summers of programming.
Author: Jennifer Sloan McCombs
Publisher: Rand Corporation
ISBN: 0833052713
Category : Education
Languages : en
Pages : 119
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Book Description
Students typically lose knowledge and skills during the summer, particularly low-income students. Districts and private providers can benefit from the evidence on summer programming to maximize program effectiveness, quality, reach, and funding.
Author: Jennifer Sloan McCombs
Publisher:
ISBN: 9781977402592
Category : Education
Languages : en
Pages : 162
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Book Description
Research evidence suggests that summer breaks contribute to income-based achievement and opportunity gaps for children and youth. However, summertime can also be used to provide programs that support an array of goals for children and youth, including improved academic achievement, physical health, mental health, social and emotional well-being, the acquisition of skills, and the development of interests. This report is intended to provide practitioners, policymakers, and funders current information about the effectiveness of summer programs designed for children and youth entering grades K-12. Policymakers increasingly expect that the creation of and investment in summer programs will be based on research evidence. Notably, the 2015 Every Student Succeeds Act (ESSA) directs schools and districts to adopt programs that are supported by research evidence if those programs are funded by specific federal streams. Although summer programs can benefit children and youth who attend, not all programs result in improved outcomes. RAND researchers identified 43 summer programs with positive outcomes that met the top three tiers of ESSA's evidence standards. These programs were identified through an initial literature search of 3,671 citations and a full-text review of 1,360 documents and address academic learning, learning at home, social and emotional well-being, and employment and career outcomes. The authors summarize the evidence and provide detailed information on each of the 43 programs, focusing on the evidence linking summer programs with outcomes and classifying the programs according to the top three evidence tiers (strong, moderate, or promising evidence) consistent with ESSA and subsequent federal regulatory guidance.
Author: Michael Waiksnis
Publisher:
ISBN:
Category : Low-income students
Languages : en
Pages : 182
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Book Description
Academic achievement loss during the summer is an established fact that is backed by a dearth of research. Most students generally lose academic ground in math during the summer. However, summer learning loss in reading is not shared by all subgroups of students. Students living in poverty lose, on average, 3 months of academic learning while other students gain or stay the same over the summer months. This is of major concern to schools and districts as they struggle to close the achievement gap. -- A middle school in a southeastern state created a reading program that guaranteed access to books over the summer. Selected students were given 12 books at the end of the school year for 2 years. Two of the books came from the school's summer reading list, but the others were based on student choice. The program coordinators provided minimal support to the students when they choose their books. There were no other student support structures in place. -- The purpose of this program evaluation was to determine the extent to which access to books is associated with reducing summer learning loss in reading and to determine to what extent participation in the program increased reading motivation and student perception of the value of reading. -- While the findings of the program evaluation did not support the author's anticipated outcomes, this research offers plenty to the existing research on interventions geared towards reducing or eliminating summer learning loss in reading. While there is a solid research base that proves summer learning loss occurs and is an issue facing our schools, there is little research on interventions that may address the issue of summer learning loss in reading. This program evaluation builds off of the existing literature and shows the need for additional student support structures in addition to providing guaranteed access to books.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309496578
Category : Social Science
Languages : en
Pages : 231
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Book Description
For children and youth, summertime presents a unique break from the traditional structure, resources, and support systems that exist during the school year. For some students, this time involves opportunities to engage in fun and enriching activities and programs, while others face additional challenges as they lose a variety of supports, including healthy meals, medical care, supervision, and structured programs that enhance development. Children that are limited by their social, economic, or physical environments during the summer months are at higher risk for worse academic, health, social and emotional, and safety outcomes. In contrast, structured summertime activities and programs support basic developmental needs and positive outcomes for children and youth who can access and afford these programs. These discrepancies in summertime experiences exacerbate pre-existing academic inequities. While further research is needed regarding the impact of summertime on developmental domains outside of the academic setting, extensive literature exists regarding the impact of summertime on academic development trajectories. However, this knowledge is not sufficiently applied to policy and practice, and it is important to address these inequalities. Shaping Summertime Experiences examines the impact of summertime experiences on the developmental trajectories of school-age children and youth across four areas of well-being, including academic learning, social and emotional development, physical and mental health, and health-promoting and safety behaviors. It also reviews the state of science and available literature regarding the impact of summertime experiences. In addition, this report provides recommendations to improve the experiences of children over the summertime regarding planning, access and equity, and opportunities for further research and data collection.
Author: Karl Alexander
Publisher: Teachers College Press
ISBN: 0807775096
Category : Education
Languages : en
Pages : 540
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Book Description
This book is an authoritative examination of summer learning loss, featuring original contributions by scholars and practitioners at the forefront of the movement to understand—and stem—the “summer slide.” The contributors provide an up-to-date account of what research has to say about summer learning loss, the conditions in low-income children’s homes and communities that impede learning over the summer months, and best practices in summer programming with lessons on how to strengthen program evaluations. The authors also show how information on program costs can be combined with student outcome data to inform future planning and establish program cost-effectiveness. This book will help policymakers, school administrators, and teachers in their efforts to close academic achievement gaps and improve outcomes for all students. Book Features: Empirical research on summer learning loss and efforts to counteract it. Original contributions by leading authorities. Practical guidance on best practices for implementing and evaluating strong summer programs. Recommendations for using program evaluations more effectively to inform policy. Contributors: Emily Ackman, Allison Atteberry, Catherine Augustine, Janice Aurini, Amy Bohnert, Geoffrey D. Borman, Claudia Buchmann, Judy B. Cheatham, Barbara Condliffe, Dennis J. Condron, Scott Davies, Douglas Downey, Ean Fonseca, Linda Goetze, Kathryn Grant, Amy Heard, Michelle K. Hosp, James S. Kim, Heather Marshall, Jennifer McCombs, Andrew McEachin, Dorothy McLeod, Joseph J. Merry, Emily Milne, Aaron M. Pallas, Sarah Pitcock, Alex Schmidt, Marc L. Stein, Paul von Hippel, Thomas G. White, Doris Terry Williams, Nicole Zarrett “A comprehensive look at what’s known about summer’s impact on learning and achievement. It is a wake-up call to policymakers and educators alike” —Jane Stoddard Williams, Chair, Horizons National “Provides the reader with everything they didn’t know about summer learning loss and also provides information on everything we do know about eliminating summer learning loss. Do your school a favor and read this book and then act upon what you have learned.” —Richard Allington, University of Tennessee
Author: Geoffrey D. Borman
Publisher: Routledge
ISBN: 1135634912
Category : Education
Languages : en
Pages : 301
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Book Description
This book brings together up-to-date, research-based evidence concerning summer learning and provides descriptions and analyses of a range of summer school programs. The chapters present theory and data that explain both the phenomenon of summer learning loss and the potential for effective summer programs to mitigate loss and increase student achievement. Summer Learning: Research, Policies, and Programs: *presents evidence describing variations in summer learning loss and how these learning differences affect equality of educational opportunity and outcomes in the United States; *discusses the development, characteristics, and effects of the most recent wave of summer programs which are designed to play key roles in the recent standards movement and related efforts to end social promotion; *examines the impact of three of the most widespread, replicable summer school programs serving students across the United States; and *considers the characteristics and effects of alternative programs and practices that are designed to combat the problem of summer learning loss head on. Intended for education researchers, practitioners, policymakers, and graduate students, this volume is particularly relevant to those interested in social stratification, equity-minded policies, implications of the current standards movement and high stakes testing, and the development of programs and practices for improving education.
Author: Irene C. Fountas
Publisher: Heinemann Publishing
ISBN:
Category : Education
Languages : en
Pages : 428
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Book Description
This book is the richest, most comprehensive guided reading resource available today and the first systematic offering of instructional support for guided reading adherents.
