Transcript Effective Practices in Summer Learning

Reducing Summer Learning
Loss: Promising Approaches for
Summer Learning Programs
Philanthropy New York
February 4, 2010
Overview
1. What are summer learning programs?
2. Who attends summer learning programs?
3. What are the impacts of summer learning
programs?
4. What are promising approaches for summer
learning programs?
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What are Summer Learning Programs?
Summer Learning Programs, as defined in
this review, are programs that engage
students in accelerated learning activities
during the summer months to maintain and
increase knowledge and skills.
 Key Outcomes: Educational and/or career
development outcomes
 Duration: Typically 4-8 weeks
 Setting: Schools, summer campgrounds, youth-serving
community-based organizations
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Summer learning programs differ from traditional summer school in
that they generally offer activities that are:
Recreational
Recreational
Relational
Relational
Enriching
Voluntary
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Include students of
varied skill levels
Take place over a
full day
Who Attends Summer Programs?
Our analyses suggest that:
 25-40 percent of children aged
to 11
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 Younger children are more likely to
participate than older children
 Children from higher-income households
are more likely to participate than children
from lower-income households
 Whites are more likely to participate than
non-whites.
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Ways to Reduce Summer Learning Loss
 A: Fund Evidence-Based Summer Learning Programs
 B: Extend Effective School-year Programs into the
Summer
 C: Improve Existing Summer Learning Programs
 D: Support Year-Round Schools
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Today’s Presentation Will Inform:
Approaches A and C:
Fund Evidence Based Programs, and
Improve Existing Summer Learning Programs
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Summer Learning Programs: Levels of Evidence
High
Replicated
Experimental
Experimental
Quasi-experimental
Low
Evidenced-informed, non-experimental
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The Level of
Evidence Depends
on the Rigor of the
Evaluation Study.
What Does the Best Available Evidence Say
about Program Impacts?
 Reading achievement gains are possible.
 Building Educated Leaders for Life (BELL)
improved reading test scores.
 Read to Achieve Summer Day Camp improved
reading comprehension scores.
 Louisiana State Youth Opportunities Unlimited
(LSYOU) decreased rate of reading
comprehension loss
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What Does the Best Available Evidence Say
about Program Impacts?
There is limited evidence for impacts on:
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
Math-related outcomes (1 out of 3 evaluations)

High school completion (1 out of 4 evaluations)

College enrollment (1 out of 3 evaluations)

Employment (1 out of 4 evaluations)
Outcomes evaluated by fewer than 3 programs
• Educational: Engagement in post-secondary
education
• Career Development/Self Sufficiency:
Career decision-making skills, work-related
attitudes, and welfare receipt
• Youth Development: Social skills, self
concept/self efficacy, reproductive health,
and substance use
• Health and Fitness: Not evaluated by any
programs
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What Does the Best Available Evidence Say
about Promising Approaches?
Intervention Strategies
1. Complement group learning with individual support.
2. Make activities interesting and enjoyable.
3. Ground lessons or concepts in a real-world context.
4. Integrate hands-on activities.
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What Does the Best Available Evidence Say
about Promising Approaches?
Intervention Content
•
Teach content that complements curricular standards.
Staffing and Class Size
•
•
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Hire experienced, trained teachers to deliver lessons.
Limit class sizes to 15 or fewer students, with 2-4 adults per
classroom, with at least one adult being an experienced
teacher
Additional Program Improvement Strategies
1. Involve Parents

In planning activities and in
special events
2. Affordable and Accessible

Offer parents free child care during parent events

Provide food and transportation to participants
3. Involve the Community
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
As funders

As volunteers

As recruiters
Needed Research
• Rigorous program evaluations
are needed.
• Assessments of health and
fitness outcomes are needed.
• Youth development outcomes
are also worth evaluating.
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In conclusion….
Summer learning programs
hold the potential to impact
the educational outcomes of
disadvantaged children and
youth.
The research brief and white paper are available on the following web sites:
Child Trends: http://www.childtrends.org/youthdevelopment
Wallace Foundation: http://www.wallacefoundation.org/KnowledgeCenter/knowledgetopics/
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Contact Information
New York City Youth Funders Network
Janet Kelley – Coordinator ([email protected])
Philanthropy New York
Marjorie Rutimann – Director of Professional Education
([email protected])
Child Trends
Mary Terzian, Research Scientist ([email protected])
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Child Trends’ Mission
1979-2009
To improve outcomes for children by providing
research and analysis to the people and institutions
whose decisions and actions affect children.
http://www.childtrends.org/
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