Project
National Summer Learning Project
Jun 21, 2012
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.
Recommended Practices for Success, 2nd Ed.
Does not include Appendix Materials.
Format | File Size | Notes |
---|---|---|
PDF file | 3.8 MB | Use Adobe Acrobat Reader version 10 or higher for the best experience. |
Format | File Size | Notes |
---|---|---|
PDF file | 0.7 MB | Use Adobe Acrobat Reader version 10 or higher for the best experience. |
Format | List Price | Price | |
---|---|---|---|
Add to Cart | Paperback90 pages | $45.00 | $36.00 20% Web Discount |
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.
Chapter One
Introduction
Chapter Two
Planning
Chapter Three
Teacher Selection and Professional Development
Chapter Four
Sufficient Time on Task
Chapter Five
Student Recruitment and Attendance
Chapter Six
Academic Curricula and Instruction
Chapter Seven
Enrichment Activities and Their Implementation
Chapter Eight
Positive Summer Climate
Chapter Nine
Program Costs and Revenues
The research in this report was sponsored by The Wallace Foundation and conducted by RAND Education and Labor.
This report is part of the RAND Corporation Research report series. RAND reports present research findings and objective analysis that address the challenges facing the public and private sectors. All RAND reports undergo rigorous peer review to ensure high standards for research quality and objectivity.
This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited; linking directly to this product page is encouraged. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial purposes. For information on reprint and reuse permissions, please visit www.rand.org/pubs/permissions.
The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.