National Study Shows Summer School Gains in Rochester
FOR IMMEDIATE RELEASE:
Tuesday, Dec. 16, 2014
“SUMMER SCHOLARS” RETURNED TO SCHOOL IN THE FALL
WITH AN ADVANTAGE IN MATH, STUDY FINDS
Rochester students attending
a voluntary, school district-led summer learning program entered school in the
fall with stronger mathematics skills than their peers who did not attend the
program, according to a new RAND Corporation study.
While students who attended summer learning programs performed better in math, they did not experience near-term benefits in reading or see significant improvement in social and emotional outcomes compared to their peers. However, the study identified key factors linked to reading achievement.
The new RAND findings provide the first student outcome data in a six-year study of summer learning programs in five urban areas, which is the most comprehensive research on summer learning to date. It is part of a $50 million project funded by The Wallace Foundation to examine whether and how two consecutive summers of voluntary, district-led summer programs – offering academic instruction and enrichment activities like arts and field trips – help boost low-income students’ success in school.
The Rochester City School District is one of five urban districts participating in the study conducted by RAND Education. Students in the study were in the third grade as of spring 2013 and enrolled in a public school. Researchers used a randomized controlled trial to assess the effects of district-run voluntary summer programs on student achievement and social and emotional skills in the fall after the students participated in the summer program.
“We are pleased to take part in this national study that will help our district and others to create programs that reduce summer loss,” said Superintendent Bolgen Vargas, Ed.D. “We executed the Summer Scholars program using a project management approach that is being cited as a model for summer learning, and the instructional findings will help to inform the work of our teachers throughout the year.”
“These early findings show that voluntary, district-run summer learning programs can benefit low-income elementary students in terms of their math skills,” said Jennifer McCombs, co-author of the report and a senior policy researcher at RAND, a nonprofit research organization. “Those students who attended more often and received more instructional hours in math performed best on the math assessment.”
Students who took part in the summer learning program gained the equivalent to more than one-fifth of the amount of growth in math skills achieved by the typical student between the spring of 3rd grade and the spring of 4th grade.
The Wallace Foundation has announced plans to make an additional investment to extend summer programs in the Rochester City School District and the four other school districts for two more summers, provide technical assistance to the districts and to develop additional knowledge and tools for field-wide use.
More than 500 students took part in the Rochester Summer Scholars program described in the study. Based at School of the Arts, the five-week program provided students daily instruction from District teachers in math and English Language Arts combined with opportunities to engage in physical education, health, art, music, and science activities. Community partners who provided enrichment opportunities included Bush Mango Drum and Dance, the Shared Adventures veterans service organization, Young Audiences of Rochester and the Rochester Department of Recreation and Youth Services.
The RAND study revealed several important drivers of student success. In math, increased attendance, and more hours of instruction made a difference in performance. Some students in the study outperformed others on the reading assessments. Students whose summer reading teacher had just taught the sending or receiving grade during the school year performed better on the reading test than did students with teachers unfamiliar with their grade level. Students whose reading teachers scored higher on RAND’s measure of instructional quality outperformed students with lower scoring teachers.
Finally, students in summer sites rated by teachers as having strong behavior management policies and well-behaved students outperformed students in the control group in reading.
“The findings are meaningful and useful. The math advantage was substantial, and we have clues on how to strengthen reading,” said Will Miller, president of The Wallace Foundation. “Another important thing we learned is that school districts can indeed implement summer learning programs with features based on research, attract students and get them to attend regularly enough to make a difference. Over the next two years, we will learn more about the full impact of these programs on grades, standardized tests, and behavior.”
Among the study’s key recommendations:
- School district leaders interested in implementing summer programs should offer programs that operate five-to-six weeks and, if the district wants to improve math outcomes, provide 60 minutes to 90 minutes of mathematics each day.
- Program providers should strongly encourage consistent student attendance, protect time for academic instruction and help teachers maximize instructional time inside the classroom.
- District leaders should take particular care in selecting reading teachers for summer programs, choosing effective reading teachers with grade-level experience in either the sending or receiving grade.
- Establishing clear expectations for student behavior, ensuring
consistent application across teachers, and developing methods of
maintaining positive student behavior in class may pay off in terms of
student achievement in reading.
The next report will describe the effect of one summer of programming on achievement, attendance and behavior during the 2013-2014 school year. Subsequent reports will assess the impact of two consecutive years of voluntary summer programming for urban students and the cost of such programs. The findings will build the knowledge base over time about how to design and implement summer learning programs, what outcomes the programs are likely to produce and what practices are associated with success, according to researchers.
The full report is
available at www.rand.org and at www.wallacefoundation.org.
RAND Education is a leader in providing objective, high-quality research and analysis on all levels of education from early childhood through adult learning. The division’s work helps policymakers and practitioners around the world make educational policies, programs and practices more effective for all.
The Wallace Foundation is an independent, national foundation dedicated to supporting and sharing effective ideas and practices that expand learning and enrichment opportunities for all people. Its five current objectives are: strengthening education leadership to improve student achievement; helping selected cities make good afterschool time programs available to many more children; making the arts a part of many more people’s lives by working with arts organizations to broaden, deepen and diversify audiences; expanding arts learning opportunities for children and teens; and better understanding the impact of high-quality summer learning programs on disadvantaged children, and enriching and expanding the school day in ways that benefit students.
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