Beschreibung:
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
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?
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?
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
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