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The Dynamic Effects of a Summer Learning Program on Behavioral Engagement in School. CEPA Working Paper No. 20-10

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Title: The Dynamic Effects of a Summer Learning Program on Behavioral Engagement in School. CEPA Working Paper No. 20-10
Language: English
Authors: Pyne, Jaymes, Messner, Erica, Dee, Thomas S., Stanford Center for Education Policy Analysis (CEPA)
Source: Stanford Center for Education Policy Analysis. 2020.
Availability: Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu
Peer Reviewed: N
Page Count: 49
Publication Date: 2020
Document Type: Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Summer Programs, Student Behavior, Middle School Students, Low Income Students, Academic Education, Social Emotional Learning, Scaffolding (Teaching Technique), Program Effectiveness, Attendance, Suspension, Academic Achievement, Racial Differences, Gender Differences
Geographic Terms: California (San Francisco)
Abstract: The evidence that student learning declines sharply (or stagnates) during the summer has motivated a substantial interest in programs that provide intensive academic instruction during the summer. However, the existing literature suggests that such programs, which typically focus on just one or two subjects, have modest effects on students' achievement and no impact on measures of their engagement in school. In this quasi-experimental study, we present evidence on the educational impact of a unique and mature summer learning program that serves low-income middle school students and features unusual academic breadth and a social emotional curriculum with year-to-year scaffolding. Our results indicate that this program led to substantial reductions in unexcused absences, chronic absenteeism and suspensions and a modest gain in ELA test scores. We find evidence that the gains in behavioral engagement grow over time and with additional summers of participation. Our results also suggest that these effects were particularly concentrated among boys and Latinx students. [The work was funded by a grant to The John W. Gardner Center for Youth and their Communities (Gardner Center) by Aim High, a nonprofit, 501(c)3 organization that implements the summer learning program studied in this paper.]
Abstractor: As Provided
Entry Date: 2021
Accession Number: ED609963
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Dynamic Effects of a Summer Learning Program on Behavioral Engagement in School. CEPA Working Paper No. 20-10
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  Data: <searchLink fieldCode="SO" term="%22Stanford+Center+for+Education+Policy+Analysis%22"><i>Stanford Center for Education Policy Analysis</i></searchLink>. 2020.
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  Data: Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu
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  Data: 49
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  Data: <searchLink fieldCode="DE" term="%22Summer+Programs%22">Summer Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Education%22">Academic Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Suspension%22">Suspension</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22California+%28San+Francisco%29%22">California (San Francisco)</searchLink>
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  Label: Abstract
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  Data: The evidence that student learning declines sharply (or stagnates) during the summer has motivated a substantial interest in programs that provide intensive academic instruction during the summer. However, the existing literature suggests that such programs, which typically focus on just one or two subjects, have modest effects on students' achievement and no impact on measures of their engagement in school. In this quasi-experimental study, we present evidence on the educational impact of a unique and mature summer learning program that serves low-income middle school students and features unusual academic breadth and a social emotional curriculum with year-to-year scaffolding. Our results indicate that this program led to substantial reductions in unexcused absences, chronic absenteeism and suspensions and a modest gain in ELA test scores. We find evidence that the gains in behavioral engagement grow over time and with additional summers of participation. Our results also suggest that these effects were particularly concentrated among boys and Latinx students. [The work was funded by a grant to The John W. Gardner Center for Youth and their Communities (Gardner Center) by Aim High, a nonprofit, 501(c)3 organization that implements the summer learning program studied in this paper.]
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  Data: 2021
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  Data: ED609963
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 49
    Subjects:
      – SubjectFull: Summer Programs
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Academic Education
        Type: general
      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Program Effectiveness
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      – SubjectFull: Attendance
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      – SubjectFull: Suspension
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: California (San Francisco)
        Type: general
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      – TitleFull: The Dynamic Effects of a Summer Learning Program on Behavioral Engagement in School. CEPA Working Paper No. 20-10
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