By Erin Murphy
A new report shows that high levels of participation in summer learning programs can provide positive benefits for low-income students’ math and language arts performance and social-emotional skills. Last week, The Wallace Foundation released Learning from Summer: Effects of Voluntary Summer Learning Programs on Low-Income Urban Youth, the third and final report analyzing the outcomes of their National Summer Learning Project.
This report, conducted by the RAND Corporation, is part of a six-year study offering the first-ever assessment of the effectiveness of voluntary, no-cost summer learning programs on the academic achievement, social-emotional competencies, and behavior of low-income, urban, elementary students. In fall 2013, third grade students enrolled in one of five urban school districts—Boston, Dallas, Jacksonville (FL), Pittsburgh, or Rochester (NY)—were selected to participate in the study. Half of the students were invited to participate in summer programming while half were not, and data on academic performance, social emotional skills, behavior and attendance was collected on both groups through the end of seventh grade.
Key findings on summer learning programs:
Read the full report for more information. You can also check out Getting to Work on Summer Learning: Recommended Practices for Success and Ready for Fall? Near-Term Effects of Voluntary Summer Learning Programs on Low-Income Students’ Learning Opportunities, the first and second National Summer Learning Project reports.