Getting to work on summer learning : recommended practices for success / Catherine H. Augustine [and three others].

Author
Augustine, Catherine H., 1968- [Browse]
Format
Book
Language
English
Published/​Created
Santa Monica, CA : RAND, 2013.
Description
xix, 65 pages : illustrations ; 26 cm

Availability

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Firestone Library - Stacks LC5751 .G48 2013 Browse related items Request

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    Subject(s)
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    Summary note
    Research shows low-income students suffer disproportionate learning loss over the summer and because those losses accumulate over time, they contribute substantially to the achievement gap between low- and higher-income children. The Wallace Foundation is funding a five-year demonstration project to examine whether summer learning programs can reduce summer learning loss and promote achievement gains. This report, the second in a series, draws on emerging lessons from six school districts in the study⁰́₄Boston, Cincinnati, Dallas, Duval County (Florida), Pittsburgh, and Rochester (New York)⁰́₄that offer full-day programs for five to six weeks free of charge to large numbers of elementary students. The report synthesizes the key lessons learned about how to establish and sustain effective programs. The most emphatic recommendation is to start planning early, no later than January, and include both district and summer site leaders in the process. Many problems identified by the researchers⁰́₄from weak teacher training to ineffective transportation⁰́₄could be traced to a rushed planning process. Other guidance includes adopting a commercially available curriculum, establishing enrollment deadlines, ensuring sufficient time on academics, and selecting enrichment providers with qualified staff experienced in behavior management. To manage costs, the authors suggest designing the program with costs in mind⁰́₄by hiring staff based on projected daily attendance rather than number of enrollees, for example, and by restricting the number of sites to control administrative costs.
    Notes
    • "RAND Summer Learning Series"--Cover.
    • "The research in this report was produced within RAND Education"--T.p. verso.
    Bibliographic references
    Includes bibliographical references (p. 61-65).
    Contents
    • Introduction
    • Planning
    • Curriculum and Instruction
    • Teacher Selection and Training
    • Enrichment Activities
    • Attendance
    • Academic Time on Task
    • Program Cost and Funding
    • In Conclusion
    • Appendix A: Surveys and Observations
    • Appendix B: Cost Analyses Methods and Limitations.
    Other format(s)
    Also available on the internet via WWW in PDF format.
    ISBN
    • 0833081071 ((pbk. ; : alk. paper))
    • 9780833081070 ((pbk. ; : alk. paper))
    Tech. report no.
    RAND/RR-366-WF
    OCLC
    867481148
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