Ready for fall? :: near-term effects of voluntary summer learning programs on low-income students' learning opportunities and outcomes /
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...
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Santa Monica, CA :
RAND,
©2014.
[2014] |
| Schriftenreihe: | RAND summer learning series.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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. |
| Beschreibung: | 1 online resource (139 pages) : color illustrations |
| Bibliographie: | Includes bibliographical references (pages 49-51). |
| ISBN: | 9780833088222 083308822X |
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| 100 | 1 | |a McCombs, Jennifer Sloan, |d 1970- |e author. | |
| 245 | 1 | 0 | |a Ready for fall? : |b near-term effects of voluntary summer learning programs on low-income students' learning opportunities and outcomes / |c Jennifer Sloan McCombs [and five others]. |
| 260 | |c ©2014. | ||
| 264 | 1 | |a Santa Monica, CA : |b RAND, |c [2014] | |
| 264 | 4 | |c ©2014 | |
| 300 | |a 1 online resource (139 pages) : |b color illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a RAND Summer Learning Series | |
| 504 | |a Includes bibliographical references (pages 49-51). | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |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 | |
| 505 | 8 | |a Analytic Methods Used to Estimate Program EffectsCHAPTER 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 | |
| 505 | 8 | |a Instructional QualitySite 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? | |
| 505 | 8 | |a Strong Attendance and More Instructional Time Were Associated with Better Mathematics OutcomesInstructional 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 | |
| 505 | 8 | |a Students Who Attended the Programs Entered School in the Fall with Stronger Mathematics Skills Than Those Who Did NotThe 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 | |
| 520 | |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. | ||
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| 650 | 0 | |a Summer schools |z United States. | |
| 650 | 0 | |a Low-income students |z United States. | |
| 650 | 0 | |a Academic achievement |z United States. | |
| 650 | 6 | |a Cours d'été |z États-Unis. | |
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| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
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Datensatz im Suchindex
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| _version_ | 1813903701367062528 |
| adam_text | |
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| author | McCombs, Jennifer Sloan, 1970- |
| author_facet | McCombs, Jennifer Sloan, 1970- |
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| author_sort | McCombs, Jennifer Sloan, 1970- |
| author_variant | j s m js jsm |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LC5751 |
| callnumber-raw | LC5751 .M44 2014eb |
| callnumber-search | LC5751 .M44 2014eb |
| callnumber-sort | LC 45751 M44 42014EB |
| callnumber-subject | LC - Social Aspects of Education |
| collection | ZDB-4-EBA |
| 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 EffectsCHAPTER 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 QualitySite 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 OutcomesInstructional 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 NotThe 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 |
| ctrlnum | (OCoLC)922695671 |
| dewey-full | 371.2/32 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.2/32 |
| dewey-search | 371.2/32 |
| dewey-sort | 3371.2 232 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| series | RAND summer learning series. |
| series2 | RAND Summer Learning Series |
| 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]. ©2014. Santa Monica, CA : RAND, [2014] ©2014 1 online resource (139 pages) : color illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier RAND Summer Learning Series Includes bibliographical references (pages 49-51). Print version 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 EffectsCHAPTER 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 QualitySite 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 OutcomesInstructional 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 NotThe 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 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. Summer schools United States. Low-income students United States. Academic achievement United States. Cours d'été États-Unis. Élèves à faible revenu États-Unis. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Academic achievement fast Low-income students fast Summer schools fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq has work: Ready for fall? (Text) https://id.oclc.org/worldcat/entity/E39PCH7Fj9jJ78mXygWJMq4rdP https://id.oclc.org/worldcat/ontology/hasWork 0833088173 RAND summer learning series. FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1020747 Volltext CBO01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1020747 Volltext |
| 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 EffectsCHAPTER 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 QualitySite 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 OutcomesInstructional 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 NotThe 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 Summer schools United States. Low-income students United States. Academic achievement United States. Cours d'été États-Unis. Élèves à faible revenu États-Unis. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Academic achievement fast Low-income students fast Summer schools fast |
| title | Ready for fall? : near-term effects of voluntary summer learning programs on low-income students' learning opportunities and outcomes / |
| title_auth | Ready for fall? : near-term effects of voluntary summer learning programs on low-income students' learning opportunities and outcomes / |
| title_exact_search | Ready for fall? : 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_short | Ready for fall? : |
| title_sort | 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 / |
| topic | Summer schools United States. Low-income students United States. Academic achievement United States. Cours d'été États-Unis. Élèves à faible revenu États-Unis. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Academic achievement fast Low-income students fast Summer schools fast |
| topic_facet | Summer schools United States. Low-income students United States. Academic achievement United States. Cours d'été États-Unis. Élèves à faible revenu États-Unis. EDUCATION Administration General. EDUCATION Organizations & Institutions. Academic achievement Low-income students Summer schools United States |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1020747 |
| work_keys_str_mv | AT mccombsjennifersloan readyforfallneartermeffectsofvoluntarysummerlearningprogramsonlowincomestudentslearningopportunitiesandoutcomes |