The Effectiveness of Summer Compensatory Education: A Review of the Research

Austin, Gilbert R.; Rogers, Bruce G.; Walbesser, Henry H.

doi:10.2307/1170015

Cited by 14 publications

(18 citation statements)

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“…Although some research suggests a small overall effect of summer interventions (Cooper et al, 1996), program results vary widely, likely due to variations in the quality of implementation, focus on academic skills, and the quality of the research design (Asher, 1988;Austin et al, 1972;Borman & Boulay, 2004). Hence, this randomized study of KindergARTen Camp adds to the summer school research with an experimental design that allows for causal evidence of program effect.…”

Section: Discussionmentioning

confidence: 99%

Halting the Summer Achievement Slide: A Randomized Field Trial of the KindergARTen Summer Camp

Borman

Goetz

Dowling

2009

Journal of Education for Students Placed at Risk (JESPAR)

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In this randomized field trial of KindergARTen Camp, a 6-week summer enrichment program in literacy and the fine arts, we analyzed the summer learning outcomes of 93 treatment and 35 control students from high-poverty schools in Baltimore, Maryland. This experiment offers evidence concerning the causal effect of the program on 5 measures of students' literacy achievement. We found treatment effects during the summer months that were of both practical and statistical significance on the Developmental Reading Assessment (DRA) and the Word List A assessments. In addition, results from surveys of KindergARTen Camp students, parents, and teachers revealed strong satisfaction with the program. We conclude by discussing the contextual factors that may have contributed to these results.

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Section: Discussionmentioning

confidence: 99%

Halting the Summer Achievement Slide: A Randomized Field Trial of the KindergARTen Summer Camp

Borman

Goetz

Dowling

2009

Journal of Education for Students Placed at Risk (JESPAR)

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“…The earliest studies into school effects were conducted in order to find levers for improving the educational opportunities of students from low socioeconomic status (SES) families (Austin, Rogers, & Walbesser, 1972;Brookover, Beady, Flood, Schweitzer, & Wisenbaker, 1979;Coleman et al, 1966). From these early findings, it became clear that, if schools mattered, then especially for disadvantaged students.…”

Section: Introductionmentioning

confidence: 99%

School effects on students' progress – a dynamic perspective

Guldemond

Bosker

2009

School Effectiveness and School Improvement

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School effects on students' achievement are relatively small. Another approach, in which students' growth trajectories are the focal point of interest, is able to demonstrate more sizeable school effects. This approach is applied in a study into school compositional effects. The rationale of this study is that in Dutch primary education such compositional effects may not show up, because schools that have a disproportiate number of students from low socioeconomic families, especially if they are ethnic minorities, receive extra funding. The extra staff that they can hire should then at least counterbalance the negative school compositional effects. The study shows that growth of students is curvilinear, rather than linear, and that school effects on students' growth trajectories indeed are sizeable. School compositional effects could not be demonstated, which might be interpreted in a positive way: The extra staffing may indeed counterbalance potential compositional effects. Implications of the findings are discussed.

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“…However, the extent to which students voluntarily participate and the degree to which students and schools may benefit from the provision of a supplementary summer program is not completely known. An evaluation of one district's summer school initiative is presented here as a means of addressing some of the design and analytic issues that have been identified in previous topical studies and reviews (Austin, Roger, & Walbesser, 1972;Borman, 2000;Borman, Benson, & Overman, 2005;Borman & Dowling, 2006;Cooper, Charlton, Valentine, & Muhlenbruck, 2000). Particular attention is given to documenting the characteristics of students who accepted or declined a summer placement as well as accounting for potential selection effects in models designed to estimate the shortand longer term efficacy of the intervention.…”

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confidence: 99%