C O R P O R AT IO N Investing In Successful Summer Programs
C O R P O R A T IO NInvesting in SuccessfulSummer ProgramsA Review of Evidence Under the Every Student Succeeds ActJennifer Sloan McCombs, Catherine H. Augustine, Fatih Unlu,Kathleen M. Ziol-Guest, Scott Naftel, Celia J. Gomez,Terry Marsh, Goke Akinniranye, Ivy Toddl ediath de ns oftiWt iopirecd e s v i d en c r4 3 e s umm eedb a s gr a mspro
For more information on this publication, visit www.rand.org/t/RR2836Library of Congress Cataloging-in-Publication Data is available for this publication.ISBN: 978-1-9774-0259-2Published by the RAND Corporation, Santa Monica, Calif. Copyright 2019 RAND CorporationR is a registered trademark.Cover: Wavebreakmedia/iStock/Getty Images PlusLimited Print and Electronic Distribution RightsThis document and trademark(s) contained herein are protected by law. This representation of RANDintellectual property is provided for noncommercial use only. Unauthorized posting of this publicationonline is prohibited. Permission is given to duplicate this document for personal use only, as long as itis unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any ofits research documents for commercial use. For information on reprint and linking permissions, please visitwww.rand.org/pubs/permissions.The RAND Corporation is a research organization that develops solutions to public policy challenges to help makecommunities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit,nonpartisan, and committed to the public interest.RAND’s publications do not necessarily reflect the opinions of its research clients and sponsors.Support RANDMake a tax-deductible charitable contribution atwww.rand.org/giving/contributewww.rand.org
PrefaceSummer is an opportune time to offer programming for children and youth. Such programsmay be designed to provide academic support, enrichment opportunities, occasions for socialand emotional growth, health benefits, or other positive outcomes. Public funding for summerprograms often targets children and youth with particular needs, such as children from lowincome families who tend to be disadvantaged during the summer in terms of academicgrowth, nutritious meals, and access to enriching programs in general. Although summerprograms can benefit children and youth who attend, not all programs have demonstratedeffective outcomes. Program providers and funders who must decide how best to invest limitedresources to meet goals for children and youth in the summer are increasingly encouraged bypolicymakers to base their decisions on research evidence. Notably, the Every Student Succeeds Act (ESSA), which reauthorized the Elementary and Secondary Education Act, requiresschools and districts to adopt evidence-based interventions when those interventions are supported by certain federal funding streams (Public Law 114-95, 2015).This report, which provides a systematic review of the evidence supporting summerprograms as well as examples of evidence-based programs, is intended to provide guidanceregarding the effectiveness of summer interventions. It intentionally provides guidance oninterventions that meet ESSA evidence criteria but should also provide useful information fordecisionmakers examining programmatic options regardless of funding source. Commissionedby The Wallace Foundation, this evidence review summarizes a variety of priority topics ineducation that meet ESSA evidence criteria. Other Wallace-funded reviews have addressededucational after-school programs (Neild, Wilson, and McClanahan, 2019), leadership development (Herman et al., 2017), arts integration (Ludwig, Boyle, and Lindsay, 2017), and socialand emotional learning interventions (Grant et al., 2017).This research was undertaken by RAND Education and Labor, a division of the RANDCorporation that conducts research on early childhood through postsecondary education programs, workforce development, and programs and policies affecting workers, entrepreneurship, and financial literacy and decisionmaking.This study was sponsored by The Wallace Foundation. Its current objectives are toimprove the quality of schools, primarily by developing and placing effective principals inhigh-need schools; improve the quality of and access to after-school programs through coordinated city systems and by strengthening the financial management skills of providers; explorehow children benefit when schools and after-school programs work together to align andimprove experiences and climate to build social and emotional skills; strengthen access fordisadvantaged children to high-quality summer learning programs; expand access to afterschool arts learning; and build audiences for the arts. For more information and research oniii
ivInvesting in Successful Summer Programs: A Review of Evidence Under the Every Student Succeeds Actthese and other related topics, please visit The Wallace Foundation’s Knowledge Center atwww.wallacefoundation.org.More information about RAND can be found at www.rand.org. Questions about thisreport should be directed to Jennifer McCombs (jennifer mccombs@rand.org), and questionsabout RAND Education and Labor should be directed to educationandlabor@rand.org.
ContentsPreface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iiiFigures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ixTables and Boxes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiSummary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiiiAcknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xixAbbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxiSECTION ONE: EVIDENCE REVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1CHAPTER ONEIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Why Invest in Summer Programs? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3ESSA Funding Can Support Summer Programming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5ESSA Legislation Defines “Evidence-Based” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6The Department of Education Issued Nonbinding Guidance on Determining Evidence . . . . . . . . . . . . . . 6Some ESSA Funding Streams Require Stronger Evidence Than Others. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Study Purpose and Research Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Report Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9CHAPTER TWOReview Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Applying ESSA Evidence Tiers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Limitations to Our Approach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Eligible Interventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Eligible Outcome Domains and Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Other Eligibility Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Literature Search and In-Depth Document Reviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15State of the Rigorous Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15CHAPTER THREEEvidence-Based Summer Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19What Level of ESSA Tier I–III Evidence Exists for Summer Programs? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19What Type of Summer Learning Programs Demonstrate ESSA Tier I–III Evidence? . . . . . . . . . . . . . . . 20v
viInvesting in Successful Summer Programs: A Review of Evidence Under the Every Student Succeeds ActCHAPTER FOURKey Findings and Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Key Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35SECTION TWO: INTERVENTION SUMMARIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Overview of Intervention Summaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Stars Summer Kindergarten Orientation Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Summer Early Literacy Pre-K Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Blueprint Summer School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44KindergARTen Summer Camp . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Kinder Camp . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Summer Literacy Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50School-Based, Three-Week Reading Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Building Educated Leaders for Life (BELL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Summer Reading Day Camp . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Summer School Program for Rising Third Graders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Chicago’s Mandatory Summer School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60National Summer Learning Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Jump Start Summer School Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64NYCDOE’s Summer Success Academy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Middle School STEM Program with VEX Robotics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Jaime Escalante Math Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Middle School Summer Program Focused on Reading, Writing, and Mathematics . . . . . . . . . . . . . . . . . . . 72Elevate Math Summer Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74Three-Week Summer Intervention to Improve Algebra I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76Higher Achievement Summer Academy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78Ninth Grade Counts Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80ELL Summer Credit Recovery Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82School-Year Book Fair and Voluntary Summer Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Summer Books! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86Baltimore SummerREADS Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88Project READS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90Boston Red Sox Summer Math Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92Summer Science Exploration Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Newton Summer Academy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96NYC Summer Youth Employment Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98One Summer Plus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100Therapeutic Playgroups Focusing on Social Competence and Self-Regulation Skills . . . . . . . . . . . . . . . . 102Early Risers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104Child Anxiety Multi-Day Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106Benefits-Based Programming Resilience Day Camp . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Social Skills Training at a Talent Development Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110Self-Regulation Mentoring Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
ContentsviiMiddle School Success. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Socio-Dramatic Affective-Relational Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Respecting the Circle of Life: Mind Body and Spirit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Just Do It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Summer at the Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Texas Youth Leadership Forum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114116118120122124APPENDIXTechnical Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127References.135
FiguresS.1.S.2.2.1.3.1.3.2.Number of Programs with ESSA Tier I–III Evidence, by Program Type . . . . . . . . . . . . . . . . . xviReview Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xviiReview Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Number of Summer Programs with ESSA Tier I–III Evidence, by Program Type. . . . . . . . 21Number of Summer Programs with ESSA Tier I–III Evidence, by Grade Level andProgram Type . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21ix
Tables and BoxesTables1.1.2.1.3.1.3.2.3.3.3.4.A.1.Summary of Evidence Requi
Summer Reading Day Camp . National Summer Learning Project.62 Jump Start Summer School Program . 22 percent of fourth-grade students eligible for free or reduced-price lunch (an indicator of low family income) scored at or above the proficient level in reading, compared with 52 percent of students not eligible for the .
Agile Development in a Medical Device Company Pieter Adriaan Rottier, Victor Rodrigues Cochlear Limited rrottier@cochlear.com.au Abstract This article discuss the experience of the software development group working in Cochlear with introducing Scrum as an Agile methodology. We introduce the unique challenges we faced due to the nature of our product and the medical device industry. These .
setiap area anatomi tertentu. Tulang (Bones) Tubuh mengandung 206 tulang. Tulang memiliki beberapa fungsi, seperti dukungan, perlindungan, pemindahan, penyimpanan mineral, dan pembentukan sel darah. Susunan tulang yang membentuk sendi dan perlekatan otot pada tulang-tulang tersebut menentukan pergerakan. Tulang diklasifikasikan berdasarkan bentuknya menjadi empat kelompok: tulang panjang .
A Comprehensive Thermal Management System Model for Hybrid Electric Vehicles by Sungjin Park A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Mechanical Engineering) in The University of Michigan 2011 Doctoral Committee: Professor Dionissios N. Assanis, Co-Chair Assistant Professor Dohoy Jung, Co-Chair Professor Huei Peng Professor .
1996 Bharat Law House Publication. d) Badjatya : Model object Clause of Memorandum of Association of a Company, 1995 Ed. Orient Publishing co. e) Ramaiya : Guide to the companies Act- (1998 ) f) Boyle and Birds - Company Law 3rd Edn. 1997 Universal Law Publishing Co.Pvt. Ltd. g) J.H. Farrar and B.M. Hanniyan, Farrar's Company Law (1998) Butterworths h) Altman and subrahmanyan - Recent Advances .
When one pack is intended for marketing in several Member States,, this box will contain different information relevant for each Member State. Assembling different information for different Member States in the 'blue box' could be achieved in practice 7 The "blue box" is a boxed area included in the labelling, with a blue border, aimed at .
Certification Review The Certified Person holds a gas interconnector licence granted under section 7ZA of the Gas Act and is a person required to be certified as independent under section 8C of the Gas Act. On 21 May 2013, the Authority certified the Certified Person as independent, under two grounds: To: Interconnector (IUK) Limited Cc: European Commission, DECC, other interested stakeholders .
to help science teachers identify hazardous substances that may be used in school laboratories and provide an inventory of these substances. Because school science curricula have changed since then, the safety guide has been : updated and revised to reflect those changes. This guide on safety in the chemistry labo-ratory was also written to provide high school chemistry teachers with an easy .
OCD in Children and Teens The information contained within this pack was correct at the time of sharing. We update this on a regular basis. If you notice any links are broken or information has changed please contact ShropshireFIS@shropshire.gov.uk and we will update the information. Further Family Information Services and Resource Packs are available through the Early Help website www .
