LEADER 05141nam 2200649 450 001 9910220088503321 005 20200520144314.0 010 $a0-8330-8822-X 035 $a(CKB)3710000000441143 035 $a(EBL)2080846 035 $a(SSID)ssj0001514973 035 $a(PQKBManifestationID)12612212 035 $a(PQKBTitleCode)TC0001514973 035 $a(PQKBWorkID)11480032 035 $a(PQKB)11554506 035 $a(Au-PeEL)EBL2080846 035 $a(CaPaEBR)ebr11074121 035 $a(OCoLC)900635338 035 $a(MiAaPQ)EBC2080846 035 $a(EXLCZ)993710000000441143 100 $a20150116h20142014 uy| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aReady for fall? $enear-term effects of voluntary summer learning programs on low-income students' learning opportunities and outcomes /$fJennifer Sloan McCombs [and five others] 210 1$aSanta Monica, CA :$cRAND,$d[2014] 210 4$dİ2014 215 $a1 online resource (139 p.) 225 1 $aRAND Summer Learning Series 300 $aDescription based upon print version of record. 311 $a0-8330-8817-3 320 $aIncludes bibliographical references (pages 49-51). 327 $aCover; Title Page; Copyright; Preface; Contents; Figures and Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE: Introduction; Research on Summer Learning Programs; Research Questions; Phases of the Study; Phase I; Phases II and III; Schedule of Public Reports; Contribution of the Study; Caveats; Report Overview; CHAPTER TWO: How Did We Measure Implementation and Outcomes?; Program Implementation; Classroom Observation Ratings; Teacher Survey; Attendance Data; Student Outcomes; Academic Assessments; Student Survey; Devereux Student Strengths Assessment 327 $aAnalytic Methods Used to Estimate Program Effects CHAPTER THREE: Who Were the Students in the Study?; Study Student Characteristics; Study Student Attendance in Summer Programs; Attendance in the District Summer Programs; Attendance in Other Summer Programs; CHAPTER FOUR: How Did Implementation of the Summer Programs Vary?; The Summer Learning Programs; Boston Summer Learning Project; Dallas Thriving Minds Summer Camp; Duval Super Summer Academy; Pittsburgh Summer Dreamers Academy; Rochester Summer Scholars; Cross-District Program Implementation; Amount of Instruction Received 327 $aInstructional Quality Site Discipline and Order; CHAPTER FIVE: What Were the Near-Term Effects of the Summer Programs?; The Programs Had a Positive Effect on Fall 2013 Mathematics Achievement; The Programs Had No Discernable Effect on Fall 2013 Reading Achievement; The Programs Had No Discernable Effect on Fall 2013 Social-Emotional Outcomes; Student Demographics and Characteristics Were Not Related to Near-Term Outcomes; Lack of Service Contrast Is Unlikely to Have Caused the Study to Underestimate Program Effects; CHAPTER SIX: What Aspects of Summer Programs Are Related to Positive Outcomes? 327 $aStrong Attendance and More Instructional Time Were Associated with Better Mathematics Outcomes Instructional Quality Was Associated with Positive Reading Outcomes; Having a Teacher with Relevant Grade-Level Experience Was Associated with Positive Reading Outcomes; Orderly Sites Were Associated with Better Reading Outcomes; Other Factors Were Not Associated with Program Effects; CHAPTER SEVEN: Key Findings and Implications; Summer Learning Programs Appear to Serve Community Needs 327 $aStudents Who Attended the Programs Entered School in the Fall with Stronger Mathematics Skills Than Those Who Did Not The Programs Did Not Produce Near-Term Effects in Reading; The Summer Programs Did Not Affect Social-Emotional Outcomes; Next Steps; Bibliography; Technical Appendixes; Copyright; Table Contents; Figures and Tables; Figures; Table; Abbreviations; A. Randomization Design and Implementation; Randomization of Students to Treatment and Control Groups; Stratification Plan; Writing the Computer Code for the Randomization; Siblings; Program Uptake; Minimum Detectable Effect Sizes 327 $aAttrition 330 $aThe Wallace Foundation's National Summer Learning Study, conducted by RAND and launched in 2011, offers the first assessment of district-run voluntary summer programs over the short and long run. This report, the second of five that will result from the study, looks at how summer programs affected student performance on math, reading, and social and emotional assessments in fall 2013. 410 0$aRAND summer learning series. 606 $aSummer schools$zUnited States 606 $aLow-income students$zUnited States 606 $aAcademic achievement$zUnited States 615 0$aSummer schools 615 0$aLow-income students 615 0$aAcademic achievement 676 $a371.2/32 700 $aMcCombs$b Jennifer Sloan$f1970-$0910122 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910220088503321 996 $aReady for fall$92126271 997 $aUNINA