Effectiveness of Summer Learning Programs

• Published in: Making Summer Count p. 27
• Main Authors: JENNIFER SLOAN MCCOMBS, CATHERINE H. AUGUSTINE, HEATHER L. SCHWARTZ, SUSAN J. BODILLY, BRIAN MCINNIS, DAHLIA S. LICHTER, AMANDA BROWN CROSS
• Format: Book Chapter
• Language: English
• Published: RAND Corporation 13.06.2011
• Subjects: Academic communities; Academic learning; Applied psychology; At risk students; Behavioral sciences; Cognitive processes; Cognitive psychology; Communications; Communicative content; Economic disciplines; Economics; Education; Educational administration; Educational institutions; Educational methods; Educational personnel; Educational psychology; Educational testing; Educational tests; Educators; Employment; Formal education; Foundations of education; Individualized instruction; Labor economics; Learning; Occupations; Outcomes of education; Pedagogy; Posttests; Psychology; Recommendations; School schedules; School year; Schools; Social sciences; Students; Summer schools; Teachers; Teaching methods
• ISBN: 0833052667; 9780833052667

This chapter reviews the existing literature on the effectiveness of summer learning programs. It draws on evidence from a meta-analysis conducted by Cooper, Charlton, et al. (2000) and from 13 experimental or quasi-experimental research studies since 2000.¹ Using evidence from these studies, we describe the overall effects of summer learning programs, effects over time, and the extent to which studies have found differential effects based on subject, student demographics, grade level, and attendance. The summer learning programs examined in the literature included voluntary athome summer reading programs, voluntary classroom-based summer programs, and “mandatory” summer programs that students must attend to