Learning from Summer: Effects of Voluntary Summer Learning Programs on Low-Income Urban Youth

Abstract

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Summer Learning in Pittsburgh: Exploring Programming Gaps and Opportunities

“…In 2014, 51 percent of surveyed parents in Allegheny County (which includes Pittsburgh) reported that they wanted to enroll their children in a summer learning program, while only 40 percent of respondents had children who participated in such a program (Afterschool Alliance, 2014). We see a similar trend when examining the results of RAND's NSLP survey (see, e.g., Augustine et al, 2016). Of 656 students who applied for SDA, a full-day academic summer program led by the school district, 246 fourth-graders were turned away.…”

“…In a recent study, students who continued to benefit from these programs throughout the school year attended summer programs at high rates (at least 20 days of the five-or six-week programs), received high dosage of approximately 25 hours of mathematics and 35 hours of reading instruction over the course of the program, and had effective ELA teachers in summer classes (Augustine et al, 2016). These teachers were certified as elementary school teachers and were using a standardized, structured academic curriculum.…”

“…SOURCE: Administered by RAND as part of The Wallace Foundation's National Summer Learning Project (see Augustine et al, 2016). In the subsequent sections, we examine summer programs in Pittsburgh during summer 2016.…”

“…In the programs RAND evaluated in the NSLP study (Augustine et al, 2016), students attended (on average) 74 percent of the time. Programs needed to run for at least 25 days to provide sufficient dosages of academic instruction for students to realize persistent academic benefits.…”

Boyz n the Hood and the Marginalization of Black Adolescent Males

“…Alternatively, by organizing or lobbying for a community summer enrichment program, residents can provide students with the opportunity to remain engaged and occupied over extended school vacations. Research has shown that summer enrichment programs produce benefits in the short and long run and facilitate students' academic and socio-emotional development (Augustine, McCombs, Pane, Schwartz, Schweig, McEachin, & Siler-Evans, 2016). These opportunities divert students from deviant behaviors which often lead to criminal activity during fallow periods.…”