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Summer Learning

Research, Policies, and Programs

• No Author/Editor data available

• Price: $105.00
• Binding: Hardback
• Pages: 312
• Published by: Routledge
• Publication Date: 25th March 2004
• ISBN: 978-0-8058-4223-4

About the Book

This book brings together up-to-date, research-based evidence concerning summer learning and provides descriptions and analyses of a range of summer school programs. The chapters present theory and data that explain both the phenomenon of summer learning loss and the potential for effective summer programs to mitigate loss and increase student achievement.

Summer Learning: Research, Policies, and Programs:
*presents evidence describing variations in summer learning loss and how these learning differences affect equality of educational opportunity and outcomes in the United States;
*discusses the development, characteristics, and effects of the most recent wave of summer programs which are designed to play key roles in the recent standards movement and related efforts to end social promotion;
*examines the impact of three of the most widespread, replicable summer school programs serving students across the United States; and
*considers the characteristics and effects of alternative programs and practices that are designed to combat the problem of summer learning loss head on.

Intended for education researchers, practitioners, policymakers, and graduate students, this volume is particularly relevant to those interested in social stratification, equity-minded policies, implications of the current standards movement and high stakes testing, and the development of programs and practices for improving education.

Table of Contents

Contents: Preface. Part I: Summer Learning, Schooling, and the Achievement Gap: Setting the Context. H. Cooper, Is the School Calendar Dated? Education, Economics, and the Politics of Time. K.L. Alexander, D.R. Entwisle, L.S. Olson, Schools, Achievement, and Inequality: A Seasonal Perspective. A.W. Wiseman, D.P. Baker, The American Summer Learning Gap From an International Perspective. Part II: Summer School and the Standards Movement. M. Roderick, B.A. Jacob, A.S. Bryk, Summer in the City: Achievement Gains in Chicago's Summer Bridge Program. J. Portz, Summer School 2000 and 2001: The Boston Public Schools Transition Services Program. S.G. Paris, P.D. Pearson, G. Cervetti, R. Carpenter, A.H. Paris, J. DeGroot, M. Mercer, K. Schnabel, J. Martineau, E. Papanastasiou, J. Flukes, K. Humphrey, T. Bashore-Berg, Assessing the Effectiveness of Summer Reading Programs. Part III: The Implementation and Effects of Nationally Replicated Summer School Programs. G. Roberts, J. Nowakowski, Addressing the Summer Learning Loss: An Evaluation of the Voyager Summer Reading Intervention Program. M.T. Moore, D.E. Myers, Translating Results From Impact Studies Into Changes in Operating Programs: Improving Upward Bound Through Targeting More At-Risk Students. J.A. Laird, S.S. Feldman, Evaluation of the Summerbridge Intervention Program: Design and Preliminary Findings. Part IV: Combating Summer Learning Loss Head on: Programs and Practices. G.D. Borman, L.T. Overman, R. Fairchild, M. Boulay, J. Kaplan, Can a Multiyear Summer Program Prevent the Accumulation of Summer Learning Losses? M. Phillips, T. Chin, How Families, Children, and Teachers Contribute to Summer Learning and Loss. C. Ballinger, Why Wait for Summer? Quicker Intervention, Better Results.

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