Summer Learning for Urban Students
RAND's research on summer learning is commissioned by the Wallace Foundation as part of its More Time for Learning initiative. One objective of this initiative is to promote high-quality summer learning programs across the country for low-achieving students. The Foundation is pursuing three strategies to achieve this objective:
- Building awareness of the value of adding more time for high-quality learning
- Funding leading providers of more learning time so they can serve more children
- Evaluating whether and how district summer learning programs can prevent summer learning loss for low-income students
As part of the third strategy, the Foundation has supported RAND to synthesize the research on features of effective summer learning programs and investigate how districts are managing implementation challenges.
Phase One
In the "Regaining Lost Ground: Summer Learning for Urban Students" project, RAND Education assessed the effectiveness of summer learning programs in preventing the "summer slide"—the loss of students' knowledge and educational skills over the summer vacation—and in helping to close the academic achievement gap for lower-income and urban children.
Project Term
May 2010 - April 2011 (Completed Project)
Research Questions
- What is the nature of summer learning loss?
- Are summer learning programs effective in improving student achievement?
- What are the elements of effective summer programs?
- How much do summer learning programs cost?
- What are the facilitators for and challenges to implementing summer programs?
Methodology
The project team conducted site visits and interviews with summer program providers and partners across the U.S., including programs that were spearheaded by cities, districts, and private providers. The team also collected data on program costs and reviewed the literature on summer learning programs.
Findings
- The loss of knowledge and educational skills during the summer months is cumulative over a student’s academic career.
- "Summer slide" widens the achievement gap between lower- and upper-income students.
- Students who attend summer programs can prevent educational loss and perform better in school.
- Not all summer learning programs provide equal educational benefits to students, and many programs suffer from low attendance.
Recommendations
- Early, thoughtful planning and highly qualified, dedicated staff are important to summer learning programs' success.
- Best practices for these programs include offering smaller classes, encouraging parental involvement, and providing individual attention to students.
- When developing summer learning programs, consider partnerships that may include the school district, community organizations, private summer learning providers, and city and local governments.
- School districts and community leaders can explore a variety of funding sources, including AmeriCorps support, for summer learning programs.
Phase Two
In the summer of 2011, RAND evaluated six district-sponsored summer learning programs in Boston, Cincinnati, Dallas, Duval County (FL), Pittsburgh, and Rochester, NY. Each district received comprehensive feedback from its individual evaluation.
Project Term
May 2011 - April 2012
Research Questions
- What are the facilitators for and challenges to implementing summer programs?
- How much do summer learning programs cost?
Methodology
- Surveyed students, parents, and teachers
- Interviewed district leaders, program leaders, site leaders, and external partners
- Analyzed district administrative data
- Reviewed district documents, including all curricular materials
- Observed instruction
What's Next
A September 2012 report will synthesize these evaluation findings and draw lessons for district leaders across the country who want to establish and sustain high-quality summer learning programs.
Phase Three
Based on RAND evaluation feedback, the six districts are implementing enhanced summer programs in 2012. RAND is again evaluating these programs to further inform improvements for the summer of 2013. A new component of the 2012 evaluations is the administration of commercial, standardized assessments to samples of students in the six districts.
Project Term
May 2012 - April 2013
Research Questions
- What are the facilitators for and challenges to implementing summer programs?
- What knowledge and skills to students gain over the course of a summer program?
- How does this compare to knowledge and skills gained (or lost) by comparable students not participating in the summer program?
- How much do summer learning programs cost?
Methodology
- Assessed students knowledge and skills both before and after participation in the summer program
- Surveyed students, parents, and teachers
- Interviewed district leaders, program leaders, site leaders, external partners
- Analyzed district administrative data
- Reviewed district documents, including all curricular materials
- Observed instruction
What's Next
In 2013, The Foundation plans to support a randomized controlled trial to test the programs for effectiveness in reducing summer learning loss. A June 2013 report will summarize the 2012 evaluations.
Publications
Making Summer Count: How Summer Programs Can Boost Children's Learning — June 13, 2011
Research has shown that students' skills and knowledge often deteriorate during the summer months, with low-income students facing the largest losses. School districts and summer programming providers can benefit from the lessons learned by other programs in terms of developing strategies to maximize program effectiveness and quality, student participation, and strategic partnerships and funding.
Multimedia
Press Release
Media Coverage
- Fifth Quarter in Cincinnati: Not your mother’s summer school, soapboxmedia.com, May 15, 2012
- A New Vision for Summer Learning, KALW.org, April 23, 2012
- Ed Foundation helps kids get ahead in summer: Reduced-price classes for students in need part of the plan, smdp.com, March 21, 2012
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