Effects of summer numeracy interventions among French-language students in Ontario.

Abstract

This article evaluates summer numeracy programs in Ontario French-language schools. Research suggests that many students lose numeracy skills during the summer months, while summer programs can ameliorate those losses. But no studies have examined French summer numeracy programs, which in Ontario are taught in a minority language, often to students who do not speak French at home. Data come from a quasiexperiment involving 45 treated students and 85 controls drawn from grades 1-3 across four school boards. Descriptive statistics and logistic regression models show that attendees entered programs with significantly lower grades and test scores than those of their peers. Various propensity scores matching models show that, controlling for previous academic performance and some demographics, summer programs had large average effect sizes ranging from 0.70 to 0.80. Effects were stronger among students who did not speak French at home and those who were likelier to attend the programs, that is, those previously with lower grades and test scores. A variety of sensitivity checks indicate that these results are likely to be robust. This study suggests that summer numeracy programs can be viable short-term vehicles for raising achievement and narrowing gaps among Ontario French-language students. Directions for future research on the longer term impacts of such programs and their relevance for the post-COVID-19 era are discussed. Public Significance StatementMany students lose numeracy skills during the summer months. Those losses can impact their future academic success. No studies have yet examined French summer numeracy programs, which in Ontario are taught in a minority language, often to students who do not speak French at home. Successful summer numeracy programs can help raise achievement, narrow achievement gaps, and assist a variety of learning recovery initiatives.