Ready for fall? : : near-term effects of voluntary summer learning programs on low-income students' learning opportunities and outcomes / / Jennifer Sloan McCombs [and five others].
The Wallace Foundation's National Summer Learning Study, conducted by RAND and launched in 2011, offers the first assessment of district-run voluntary summer programs over the short and long run. This report, the second of five that will result from the study, looks at how summer programs affec...
Saved in:
Superior document: | RAND Summer Learning Series |
---|---|
VerfasserIn: | |
Place / Publishing House: | Santa Monica, CA : : RAND,, [2014] ©2014 |
Year of Publication: | 2014 |
Edition: | 1st ed. |
Language: | English |
Series: | RAND summer learning series.
|
Physical Description: | 1 online resource (139 p.) |
Notes: | Description based upon print version of record. |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
id |
993628416004498 |
---|---|
ctrlnum |
(CKB)3710000000441143 (EBL)2080846 (SSID)ssj0001514973 (PQKBManifestationID)12612212 (PQKBTitleCode)TC0001514973 (PQKBWorkID)11480032 (PQKB)11554506 (Au-PeEL)EBL2080846 (CaPaEBR)ebr11074121 (OCoLC)900635338 (MiAaPQ)EBC2080846 (EXLCZ)993710000000441143 |
collection |
bib_alma |
record_format |
marc |
spelling |
McCombs, Jennifer Sloan, 1970- author. Ready for fall? : near-term effects of voluntary summer learning programs on low-income students' learning opportunities and outcomes / Jennifer Sloan McCombs [and five others]. 1st ed. Santa Monica, CA : RAND, [2014] ©2014 1 online resource (139 p.) text txt computer c online resource cr RAND Summer Learning Series Description based upon print version of record. Cover; Title Page; Copyright; Preface; Contents; Figures and Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE: Introduction; Research on Summer Learning Programs; Research Questions; Phases of the Study; Phase I; Phases II and III; Schedule of Public Reports; Contribution of the Study; Caveats; Report Overview; CHAPTER TWO: How Did We Measure Implementation and Outcomes?; Program Implementation; Classroom Observation Ratings; Teacher Survey; Attendance Data; Student Outcomes; Academic Assessments; Student Survey; Devereux Student Strengths Assessment Analytic Methods Used to Estimate Program Effects CHAPTER THREE: Who Were the Students in the Study?; Study Student Characteristics; Study Student Attendance in Summer Programs; Attendance in the District Summer Programs; Attendance in Other Summer Programs; CHAPTER FOUR: How Did Implementation of the Summer Programs Vary?; The Summer Learning 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 Instructional Quality Site Discipline and Order; CHAPTER FIVE: What Were the Near-Term Effects of the Summer Programs?; The Programs Had a Positive Effect on Fall 2013 Mathematics Achievement; The Programs Had No Discernable Effect on Fall 2013 Reading Achievement; The Programs Had No Discernable Effect on Fall 2013 Social-Emotional Outcomes; 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 Instructional Quality Was Associated with Positive Reading Outcomes; Having a Teacher with Relevant Grade-Level Experience Was Associated with Positive Reading Outcomes; Orderly Sites Were Associated with Better Reading Outcomes; Other Factors Were Not Associated with Program Effects; CHAPTER SEVEN: Key Findings and Implications; Summer Learning Programs Appear to Serve Community Needs 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; The Summer Programs Did Not Affect Social-Emotional Outcomes; Next Steps; Bibliography; Technical Appendixes; Copyright; Table Contents; Figures and Tables; Figures; Table; Abbreviations; A. Randomization Design and Implementation; Randomization of Students to Treatment and Control Groups; Stratification Plan; Writing the Computer Code for the Randomization; Siblings; Program Uptake; Minimum Detectable Effect Sizes Attrition The Wallace Foundation's National Summer Learning Study, conducted by RAND and launched in 2011, offers the first assessment of district-run voluntary summer programs over the short and long run. This report, the second of five that will result from the study, looks at how summer programs affected student performance on math, reading, and social and emotional assessments in fall 2013. English Includes bibliographical references (pages 49-51). Description based on print version record. Summer schools United States. Low-income students United States. Academic achievement United States. 0-8330-8817-3 RAND summer learning series. |
language |
English |
format |
eBook |
author |
McCombs, Jennifer Sloan, 1970- |
spellingShingle |
McCombs, Jennifer Sloan, 1970- Ready for fall? : near-term effects of voluntary summer learning programs on low-income students' learning opportunities and outcomes / RAND Summer Learning Series Cover; Title Page; Copyright; Preface; Contents; Figures and Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE: Introduction; Research on Summer Learning Programs; Research Questions; Phases of the Study; Phase I; Phases II and III; Schedule of Public Reports; Contribution of the Study; Caveats; Report Overview; CHAPTER TWO: How Did We Measure Implementation and Outcomes?; Program Implementation; Classroom Observation Ratings; Teacher Survey; Attendance Data; Student Outcomes; Academic Assessments; Student Survey; Devereux Student Strengths Assessment Analytic Methods Used to Estimate Program Effects CHAPTER THREE: Who Were the Students in the Study?; Study Student Characteristics; Study Student Attendance in Summer Programs; Attendance in the District Summer Programs; Attendance in Other Summer Programs; CHAPTER FOUR: How Did Implementation of the Summer Programs Vary?; The Summer Learning 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 Instructional Quality Site Discipline and Order; CHAPTER FIVE: What Were the Near-Term Effects of the Summer Programs?; The Programs Had a Positive Effect on Fall 2013 Mathematics Achievement; The Programs Had No Discernable Effect on Fall 2013 Reading Achievement; The Programs Had No Discernable Effect on Fall 2013 Social-Emotional Outcomes; 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 Instructional Quality Was Associated with Positive Reading Outcomes; Having a Teacher with Relevant Grade-Level Experience Was Associated with Positive Reading Outcomes; Orderly Sites Were Associated with Better Reading Outcomes; Other Factors Were Not Associated with Program Effects; CHAPTER SEVEN: Key Findings and Implications; Summer Learning Programs Appear to Serve Community Needs 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; The Summer Programs Did Not Affect Social-Emotional Outcomes; Next Steps; Bibliography; Technical Appendixes; Copyright; Table Contents; Figures and Tables; Figures; Table; Abbreviations; A. Randomization Design and Implementation; Randomization of Students to Treatment and Control Groups; Stratification Plan; Writing the Computer Code for the Randomization; Siblings; Program Uptake; Minimum Detectable Effect Sizes Attrition |
author_facet |
McCombs, Jennifer Sloan, 1970- |
author_variant |
j s m js jsm |
author_role |
VerfasserIn |
author_sort |
McCombs, Jennifer Sloan, 1970- |
title |
Ready for fall? : near-term effects of voluntary summer learning programs on low-income students' learning opportunities and outcomes / |
title_sub |
near-term effects of voluntary summer learning programs on low-income students' learning opportunities and outcomes / |
title_full |
Ready for fall? : near-term effects of voluntary summer learning programs on low-income students' learning opportunities and outcomes / Jennifer Sloan McCombs [and five others]. |
title_fullStr |
Ready for fall? : near-term effects of voluntary summer learning programs on low-income students' learning opportunities and outcomes / Jennifer Sloan McCombs [and five others]. |
title_full_unstemmed |
Ready for fall? : near-term effects of voluntary summer learning programs on low-income students' learning opportunities and outcomes / Jennifer Sloan McCombs [and five others]. |
title_auth |
Ready for fall? : near-term effects of voluntary summer learning programs on low-income students' learning opportunities and outcomes / |
title_new |
Ready for fall? : |
title_sort |
ready for fall? : near-term effects of voluntary summer learning programs on low-income students' learning opportunities and outcomes / |
series |
RAND Summer Learning Series |
series2 |
RAND Summer Learning Series |
publisher |
RAND, |
publishDate |
2014 |
physical |
1 online resource (139 p.) |
edition |
1st ed. |
contents |
Cover; Title Page; Copyright; Preface; Contents; Figures and Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE: Introduction; Research on Summer Learning Programs; Research Questions; Phases of the Study; Phase I; Phases II and III; Schedule of Public Reports; Contribution of the Study; Caveats; Report Overview; CHAPTER TWO: How Did We Measure Implementation and Outcomes?; Program Implementation; Classroom Observation Ratings; Teacher Survey; Attendance Data; Student Outcomes; Academic Assessments; Student Survey; Devereux Student Strengths Assessment Analytic Methods Used to Estimate Program Effects CHAPTER THREE: Who Were the Students in the Study?; Study Student Characteristics; Study Student Attendance in Summer Programs; Attendance in the District Summer Programs; Attendance in Other Summer Programs; CHAPTER FOUR: How Did Implementation of the Summer Programs Vary?; The Summer Learning 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 Instructional Quality Site Discipline and Order; CHAPTER FIVE: What Were the Near-Term Effects of the Summer Programs?; The Programs Had a Positive Effect on Fall 2013 Mathematics Achievement; The Programs Had No Discernable Effect on Fall 2013 Reading Achievement; The Programs Had No Discernable Effect on Fall 2013 Social-Emotional Outcomes; 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 Instructional Quality Was Associated with Positive Reading Outcomes; Having a Teacher with Relevant Grade-Level Experience Was Associated with Positive Reading Outcomes; Orderly Sites Were Associated with Better Reading Outcomes; Other Factors Were Not Associated with Program Effects; CHAPTER SEVEN: Key Findings and Implications; Summer Learning Programs Appear to Serve Community Needs 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; The Summer Programs Did Not Affect Social-Emotional Outcomes; Next Steps; Bibliography; Technical Appendixes; Copyright; Table Contents; Figures and Tables; Figures; Table; Abbreviations; A. Randomization Design and Implementation; Randomization of Students to Treatment and Control Groups; Stratification Plan; Writing the Computer Code for the Randomization; Siblings; Program Uptake; Minimum Detectable Effect Sizes Attrition |
isbn |
0-8330-8822-X 0-8330-8817-3 |
callnumber-first |
L - Education |
callnumber-subject |
LC - Social Aspects of Education |
callnumber-label |
LC5751 |
callnumber-sort |
LC 45751 M44 42014 |
geographic_facet |
United States. |
illustrated |
Illustrated |
dewey-hundreds |
300 - Social sciences |
dewey-tens |
370 - Education |
dewey-ones |
371 - Schools & their activities; special education |
dewey-full |
371.2/32 |
dewey-sort |
3371.2 232 |
dewey-raw |
371.2/32 |
dewey-search |
371.2/32 |
oclc_num |
900635338 |
work_keys_str_mv |
AT mccombsjennifersloan readyforfallneartermeffectsofvoluntarysummerlearningprogramsonlowincomestudentslearningopportunitiesandoutcomes |
status_str |
n |
ids_txt_mv |
(CKB)3710000000441143 (EBL)2080846 (SSID)ssj0001514973 (PQKBManifestationID)12612212 (PQKBTitleCode)TC0001514973 (PQKBWorkID)11480032 (PQKB)11554506 (Au-PeEL)EBL2080846 (CaPaEBR)ebr11074121 (OCoLC)900635338 (MiAaPQ)EBC2080846 (EXLCZ)993710000000441143 |
carrierType_str_mv |
cr |
hierarchy_parent_title |
RAND Summer Learning Series |
is_hierarchy_title |
Ready for fall? : near-term effects of voluntary summer learning programs on low-income students' learning opportunities and outcomes / |
container_title |
RAND Summer Learning Series |
_version_ |
1796653687064494081 |
fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>05123nam a2200613 i 4500</leader><controlfield tag="001">993628416004498</controlfield><controlfield tag="005">20240410034224.0</controlfield><controlfield tag="006">m o d | </controlfield><controlfield tag="007">cr cnu||||||||</controlfield><controlfield tag="008">150116t20142014caua ob 000 0 eng|d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0-8330-8822-X</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(CKB)3710000000441143</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(EBL)2080846</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SSID)ssj0001514973</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(PQKBManifestationID)12612212</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(PQKBTitleCode)TC0001514973</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(PQKBWorkID)11480032</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(PQKB)11554506</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(Au-PeEL)EBL2080846</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(CaPaEBR)ebr11074121</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)900635338</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(MiAaPQ)EBC2080846</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(EXLCZ)993710000000441143</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">MiAaPQ</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="e">pn</subfield><subfield code="c">MiAaPQ</subfield><subfield code="d">MiAaPQ</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="043" ind1=" " ind2=" "><subfield code="a">n-us---</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">LC5751</subfield><subfield code="b">.M44 2014</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">371.2/32</subfield><subfield code="2">23</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">McCombs, Jennifer Sloan,</subfield><subfield code="d">1970-</subfield><subfield code="e">author.</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Ready for fall? :</subfield><subfield code="b">near-term effects of voluntary summer learning programs on low-income students' learning opportunities and outcomes /</subfield><subfield code="c">Jennifer Sloan McCombs [and five others].</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">1st ed.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Santa Monica, CA :</subfield><subfield code="b">RAND,</subfield><subfield code="c">[2014]</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">©2014</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (139 p.)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield></datafield><datafield tag="490" ind1="1" ind2=" "><subfield code="a">RAND Summer Learning Series</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Description based upon print version of record.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Cover; Title Page; Copyright; Preface; Contents; Figures and Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE: Introduction; Research on Summer Learning Programs; Research Questions; Phases of the Study; Phase I; Phases II and III; Schedule of Public Reports; Contribution of the Study; Caveats; Report Overview; CHAPTER TWO: How Did We Measure Implementation and Outcomes?; Program Implementation; Classroom Observation Ratings; Teacher Survey; Attendance Data; Student Outcomes; Academic Assessments; Student Survey; Devereux Student Strengths Assessment</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Analytic Methods Used to Estimate Program Effects CHAPTER THREE: Who Were the Students in the Study?; Study Student Characteristics; Study Student Attendance in Summer Programs; Attendance in the District Summer Programs; Attendance in Other Summer Programs; CHAPTER FOUR: How Did Implementation of the Summer Programs Vary?; The Summer Learning 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</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Instructional Quality Site Discipline and Order; CHAPTER FIVE: What Were the Near-Term Effects of the Summer Programs?; The Programs Had a Positive Effect on Fall 2013 Mathematics Achievement; The Programs Had No Discernable Effect on Fall 2013 Reading Achievement; The Programs Had No Discernable Effect on Fall 2013 Social-Emotional Outcomes; 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?</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Strong Attendance and More Instructional Time Were Associated with Better Mathematics Outcomes Instructional Quality Was Associated with Positive Reading Outcomes; Having a Teacher with Relevant Grade-Level Experience Was Associated with Positive Reading Outcomes; Orderly Sites Were Associated with Better Reading Outcomes; Other Factors Were Not Associated with Program Effects; CHAPTER SEVEN: Key Findings and Implications; Summer Learning Programs Appear to Serve Community Needs</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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; The Summer Programs Did Not Affect Social-Emotional Outcomes; Next Steps; Bibliography; Technical Appendixes; Copyright; Table Contents; Figures and Tables; Figures; Table; Abbreviations; A. Randomization Design and Implementation; Randomization of Students to Treatment and Control Groups; Stratification Plan; Writing the Computer Code for the Randomization; Siblings; Program Uptake; Minimum Detectable Effect Sizes</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Attrition</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The Wallace Foundation's National Summer Learning Study, conducted by RAND and launched in 2011, offers the first assessment of district-run voluntary summer programs over the short and long run. This report, the second of five that will result from the study, looks at how summer programs affected student performance on math, reading, and social and emotional assessments in fall 2013.</subfield></datafield><datafield tag="546" ind1=" " ind2=" "><subfield code="a">English</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references (pages 49-51).</subfield></datafield><datafield tag="588" ind1=" " ind2=" "><subfield code="a">Description based on print version record.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Summer schools</subfield><subfield code="z">United States.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Low-income students</subfield><subfield code="z">United States.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Academic achievement</subfield><subfield code="z">United States.</subfield></datafield><datafield tag="776" ind1=" " ind2=" "><subfield code="z">0-8330-8817-3</subfield></datafield><datafield tag="830" ind1=" " ind2="0"><subfield code="a">RAND summer learning series.</subfield></datafield><datafield tag="906" ind1=" " ind2=" "><subfield code="a">BOOK</subfield></datafield><datafield tag="ADM" ind1=" " ind2=" "><subfield code="b">2024-04-12 01:32:58 Europe/Vienna</subfield><subfield code="f">system</subfield><subfield code="c">marc21</subfield><subfield code="a">2015-07-11 20:43:07 Europe/Vienna</subfield><subfield code="g">false</subfield></datafield><datafield tag="AVE" ind1=" " ind2=" "><subfield code="i">DOAB Directory of Open Access Books</subfield><subfield code="P">DOAB Directory of Open Access Books</subfield><subfield code="x">https://eu02.alma.exlibrisgroup.com/view/uresolver/43ACC_OEAW/openurl?u.ignore_date_coverage=true&portfolio_pid=5350464330004498&Force_direct=true</subfield><subfield code="Z">5350464330004498</subfield><subfield code="b">Available</subfield><subfield code="8">5350464330004498</subfield></datafield></record></collection> |