Every Summer Counts: A Longitudinal Analysis of Outcomes from the National Summer Learning Project. RAND Summer Learning Series. Research Report. RR-3201-WF

Autor/inn/en	McCombs, Jennifer Sloan; Augustine, Catherine H.; Pane, John F.; Schweig, Jonathan
Institution	RAND Education and Labor
Titel	Every Summer Counts: A Longitudinal Analysis of Outcomes from the National Summer Learning Project. RAND Summer Learning Series. Research Report. RR-3201-WF
Quelle	(2020), (82 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9774-0451-0
Schlagwörter	Summer Programs; Program Effectiveness; Program Implementation; Achievement Gains; Mathematics Achievement; Language Arts; Academic Achievement; Time on Task; Social Development; Emotional Development; Behavior Development; At Risk Students; Low Income Students; Grade 3; Elementary School Students; Minority Group Students; African American Students; Hispanic American Students; English Language Learners; Grade 4; Grade 5; Grade 7; Student Behavior; Attendance; Enrichment Activities; Urban Areas; Massachusetts (Boston); Texas (Dallas); Florida; Pennsylvania (Pittsburgh); New York (Rochester) + Suchen Sie Ihr Suchwort? Sommerkurs; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Schulleistung; Zeitaufwand; Soziale Entwicklung; Gefühlsbildung; School year 03; 3. Schuljahr; Schuljahr 03; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; Student behaviour; Schülerverhalten; Anwesenheit; Bereicherungsprogramm; Urban area; Stadtregion
Abstract	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 long-term 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. (As Provided).
Anmerkungen	RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01