Cover
Title Page
Copyright
Preface
Contents
Figures and Tables
Summary
Acknowledgments
Abbreviations
Research on Summer Learning Programs
Research Questions
Phase I
Phases II and III
Schedule of Public Reports
Caveats
Report Overview
Program Implementation
Classroom Observation Ratings
Teacher Survey
Attendance Data
Academic Assessments
Devereux Student Strengths Assessment
Analytic Methods Used to Estimate Program Effects
Study Student Characteristics
Attendance in the District Summer Programs
Attendance in Other Summer Programs
Boston Summer Learning Project
Dallas Thriving Minds Summer Camp
Duval Super Summer Academy
Pittsburgh Summer Dreamers Academy
Rochester Summer Scholars
Cross-District Program Implementation
Amount of Instruction Received
Site Discipline and Order
The Programs Had a Positive Effect on Fall 2013 Mathematics Achievement
Student Demographics and Characteristics Were Not Related to Near-Term Outcomes
Lack of Service Contrast Is Unlikely to Have Caused the Study to Underestimate Program Effects
CHAPTER SIX: What Aspects of Summer Programs Are Related to Positive Outcomes?
Strong Attendance and More Instructional Time Were Associated with Better Mathematics Outcomes
Having a Teacher with Relevant Grade-Level Experience Was Associated with Positive Reading Outcomes
Other Factors Were Not Associated with Program Effects
Students Who Attended the Programs Entered School in the Fall with Stronger Mathematics Skills Than Those Who Did Not
The Programs Did Not Produce Near-Term Effects in Reading
Next Steps
Bibliography
Technical Appendixes
Copyright
Table Contents
Table
Abbreviations
Stratification Plan
Writing the Computer Code for the Randomization
Program Uptake
Minimum Detectable Effect Sizes
Attrition
Balance of the Treatment and Control Groups After Attrition
Preferred Random-Effects Model
Linear Regression with Cluster Adjustment
Summary
Multiple Hypotheses Testing
Academic Achievement
Social-Emotional Outcomes
Characteristics of Students in the Sample
Student Survey Responses
Summary of Teacher Survey Responses
2013 Academic Teacher Survey (Boston Example)
Inter-Rater Agreement
2013 Classroom Observations and Protocol (Dallas Example)
Student Attendance
Attendance and Dosage: Amount of Instructional Time Received
Creation of Relative Opportunity for Individual Attention
Scales Created from Teacher Survey and Classroom Observation Data
Quality of Instruction
Appropriateness of the (Mathematics/Language Arts) Curriculum
E. Results from Regression Models with Covariates
References
