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Summer schools

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The National Summer Learning Project (NSLP) examined the implementation and effectiveness of voluntary summer learning programs developed by five school districts — Boston, Massachusetts; Dallas, Texas; Duval County, Florida; Pittsburgh, Pennsylvania; and Rochester, New York — and their local community partners. The study spanned three phases. The RAND research team (1) collected formative data for strengthening the five summer programs in 2011 and 2012; (2) examined student outcomes after one summer (2013) and after two summers of programming (2014 and 2015); and (3) examined student outcomes in spring 2017, at the end of three school years after the second summer of programming. This seventh report in a series summarizes the findings of this third phase in the context of earlier findings and offers implications for policy and practice. Overall longitudinal findings show that, by spring 2017, the academic benefits for high attenders decreased in magnitude and were not statistically significant — although when benchmarked against typical achievement gains at the same grade level, they remained large enough to be educationally meaningful.

Summer schools --- Academic achievement --- United States.

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Research shows that during summer, low-income and non-white students fall behind academically compared with their more-affluent and white peers. To understand whether and how district-led voluntary summer learning programs can improve outcomes for low-income students, The Wallace Foundation initiated the National Summer Learning Project in 2011 in five urban districts. The RAND Corporation's six-year study of the National Summer Learning Project culminates in this final report about districts' implementation of their summer learning programs. This second edition updates guidance first published in 2013 and is intended for district leaders and their partners across the country who are interested in launching or improving summer learning programs. Based on thousands of hours of observations, interviews, and surveys, it presents the best available guidance about how to establish and sustain effective programs. The most emphatic recommendation is to commit in the fall to a summer program, and start active planning by January with a program director who has at least half of his or her time devoted to the job. Other recommended practices include recruiting teachers with content knowledge, scheduling the program to include at least 25 hours of math and 34 hours of language arts, adopting recruitment and attendance policies aimed at high attendance rates, using written curricula that align with school-year standards, keeping a high level of engagement between adults and students even during transitions and time outside of class, and designing the program to consider cost-saving measures.

Summer schools --- Children with social disabilities --- Education

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Summer schools --- University extension --- Cours d'été --- Enseignement para-universitaire --- Summer schools --- University extension

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"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

Summer schools --- Low-income students --- Academic achievement --- United States.