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Learning from summer : effects of voluntary summer learning programs on low-income urban youth / Catherine H. Augustine [et al.]
- Format:
- Book
- Author/Creator:
- Augustine, Catherine H., 1968- author.
- McCombs, Jennifer Sloan, 1970- author.
- Pane, John F., author.
- Schwartz, Heather L., author.
- Schweig, Jonathan David, author.
- McEachin, Andrew, author.
- Siler-Evans, Kyle, author.
- Series:
- RAND summer learning series
- Language:
- English
- Subjects (All):
- Summer schools--United States.
- Summer schools.
- Low-income students--United States.
- Low-income students.
- Academic achievement--United States.
- Academic achievement.
- United States.
- Physical Description:
- 1 online resource (xxiii, 86 pages) : color illustrations.
- Place of Publication:
- Santa Monica, CA : RAND Corporation, 2016.
- Summary:
- "The National Summer Learning Project, launched by the Wallace Foundation in 2011, includes an assessment of the effectiveness of voluntary, district-led summer learning programs offered at no cost to low-income, urban elementary students. The study, conducted by RAND, uses a randomized controlled trial and other analytic methods to assess the effects of district-led programs on academic achievement, social-emotional competencies, and behavior over the near and long term. All students in the study were in the third grade as of spring 2013 and enrolled in a public school in one of five urban districts: Boston; Dallas; Duval County, Florida; Pittsburgh; or Rochester, New York. The study follows these students from third to seventh grade; this report describes outcomes through fifth grade. The primary focus is on academic outcomes but students' social-emotional outcomes are also examined, as well as behavior and attendance during the school year. Among the key findings are that students with high attendance in one summer benefited in mathematics and that these benefits persisted through the following spring; students with high attendance in the second summer benefited in mathematics and language arts and in terms of social-emotional outcomes; and that high levels of academic time on task led to benefits that persisted in both mathematics and language arts"--Publisher's description
- Notes:
- "Commissioned by the Wallace Foundation."
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