This report, which provides a systematic review of the evidence supporting summer programs and descriptions of evidence-based programs, is intended to provide guidance regarding the effectiveness of summer interventions.
The 2018 Pittsburgh Equity Indicators report in enables the comparison of two years of data to measure change in disparities. The report includes information on equality scores for 2017 and 2018, as well as "change scores" between years.
The Pittsburgh Equity Indicators assess annual progress toward equitable opportunities and outcomes for Pittsburghers of all races, genders, and incomes. The 2017 report summarizes baseline equality scores, which measure disparities in Pittsburgh.
Many schools are looking to close the disadvantage gap in their communities, but they need more evidence about what actually works. Research that helps policymakers and practitioners understand how early years interventions can promote equity and close the disadvantage gap is needed.
Researchers examined school choice outcomes in New Orleans following 2005's Hurricane Katrina, including exit patterns of students across sectors and school types in New Orleans and the destination schools of mobile students.
We assessed investments in early childhood programs in New Hampshire, summarizing benefits and economic returns of three early intervention strategies and estimating costs and benefits of statewide investments in programs for at-risk children.
Analysis of Pennsylvania public school student performance showed significant achievement gaps for subgroups defined by race-ethnicity and family economic status. Closing these gaps would produce considerable economic benefits.
Although Pennsylvania ranks high among U.S. states in average student performance, the achievement gaps between students classified by race-ethnicity, economic status, and parent education are among the widest nationally. Race-ethnic academic achievement gaps amount to an estimated annual cost of $1 billion to $3 billion in lost earnings.
RAND is conducting the first-ever assessment of large-scale, voluntary, district-run, summer learning programs serving low-income elementary students. The results may help districts, educators, and policymakers make better decisions about funding and implementing programs to stop summer learning loss.
Equity is a basic goal and value of competency education. Competency-based approaches should promote equity by preventing students from falling or staying behind. Family income can influence this equity and has effects and implications that can limit opportunities for some students to excel in school.
With summer now underway, RAND's Catherine Augustine hosted an "Ask Me Anything" session on Reddit, answering questions about year-round schooling, how to get the most out of summer learning programs, and more.
The achievement gap between children from the highest- and lowest-income families has substantially grown since 1960. The income achievement gap is now about twice the size of the black-white achievement gap.
RAND experts Catherine Augustine and Jennifer McCombs discuss the loss of knowledge and educational skills during summer, how summer programs can disrupt this loss, and how students who attend these programs perform better than peers who do not.
The loss of knowledge and educational skills during the summer is cumulative over the course of a student's career and further widens the achievement gap between low- and upper-income students. Those who attend summer programs can disrupt that loss and do better in school.