A r c h i v e d  I n f o r m a t i o n

Center for Research on the Education of Disadvantaged Students (CDS)

Project #7115: Summer School

Project Description: Summer School reviewed the literature on the effects of summer school on elementary and middle school students' academic progress. Summer school programs for disadvantaged students are intended to provide additional services, to give at-risk students a head start on the upcoming year, to reinforce their mastery of material, and to give them an opportunity to gain confidence in smaller classes where they can be successful. However, past research indicates that the effects of summer school on achievement are often small or nonexistent for this population. It is suggested that this lack of success may be due to: (1) the limited amount of time spent in reading and math instruction; (2) the relatively short duration of most summer schools; (3) schools not taking advantage of innovative pedagogical approaches; and (4) lower student attendance in summer school. The goal of this research is to understand more thoroughly how summer school programs for elementary and middle school students attempt to resolve these issues. A survey of the literature is conducted to determine what works in summer school programs.

The study examines differential learning rates of students when they are "in" school and "out" of school; how these differences are related to poverty, social class, or race; and how summer school may affect these differences.

Project Director: Karweit, Nancy L.

Institution: Johns Hopkins University

List of Selected Publications

Study Design: This study consists of best evidence synthesis on the structure of summer school programs and their effects.

Unit of Analysis: The unit of analysis is unspecified.

Generalizability: Generalizability cannot be determined.

Sample Description: Samples of the studies reviewed varied across social class, race, grade levels, and other factors.

Dependent Variables: Dependent variables include student achievement test scores and retention rates.

Independent Variables: Possible independent variables include unspecified facets of summer school programs.

External Variables Controlled: The review places most credence in studies in which control groups were utilized.

Statement of Finding(s): There is some evidence from this review that summer school is beneficial, especially for disadvantaged children, but the findings are not robust and do not appear to hold up in the long term.

Description of Finding(s): The studies reviewed that included a control group in their examination of the effects of summer school included Heyns (1978); Klibanoff & Haggart (1981); Branch (1985); Sipe, Grossman & Millner (1987); Ward (1989); Kushnuk & Yagi (1985); Mangino & Ligon (1983); Austin Independent School District (1983); Green (nd); Tomkins (1982); Opperman et al (1983); and Abram & Maurelli (1980). These studies are small in number and cover such a diversity of grades, ages, and summer school experiences that they can provide no definitive answers about the effects of summer school. The power of an intensive summer program for disadvantaged children has yet to be demonstrated.

Are data from the study available? Yes

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