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来源类型 | Report |
规范类型 | 报告 |
DOI | https://doi.org/10.7249/RR366-1 |
来源ID | RR-366-1-WF |
Getting to Work on Summer Learning: Recommended Practices for Success, 2nd Ed. | |
Heather L. Schwartz; Jennifer Sloan McCombs; Catherine H. Augustine; Jennifer T. Leschitz | |
发表日期 | 2018-11-04 |
出版年 | 2018 |
语种 | 英语 |
结论 | Summer learning programs do have a positive effect
Plan early and well
Recruit and hire the district's most highly effective teachers and train them
Schedule the program to include at least 25 hours of math and 34 hours of language arts
Adopt student recruitment and attendance policies that aim for high attendance rates
Teachers should have high-quality curriculum materials and small class sizes
Adopt intentional policies related to site climate, which drives student enjoyment and is correlated with attendance
To sustain summer programs over time, consider cost-saving measures
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摘要 | Research shows that during summer, low-income and non-white students fall behind academically compared with their more-affluent and white peers. To understand whether and how district-led voluntary summer learning programs can improve outcomes for low-income students, The Wallace Foundation initiated the National Summer Learning Project in 2011 in five urban districts. The RAND Corporation's six-year study of the National Summer Learning Project culminates in this final report about districts' implementation of their summer learning programs. This second edition updates guidance first published in 2013 and is intended for district leaders and their partners across the country who are interested in launching or improving summer learning programs. Based on thousands of hours of observations, interviews, and surveys, it presents the best available guidance about how to establish and sustain effective programs. The most emphatic recommendation is to commit in the fall to a summer program, and start active planning by January with a program director who has at least half of his or her time devoted to the job. ,Other recommended practices include recruiting teachers with content knowledge, scheduling the program to include at least 25 hours of math and 34 hours of language arts, adopting recruitment and attendance policies aimed at high attendance rates, using written curricula that align with school-year standards, keeping a high level of engagement between adults and students even during transitions and time outside of class, and designing the program to consider cost-saving measures. |
目录 |
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主题 | Academic Achievement ; After-School Programs ; Disadvantaged Students ; Education Administration ; Educational Program Evaluation ; Summer Learning |
URL | https://www.rand.org/pubs/research_reports/RR366-1.html |
来源智库 | RAND Corporation (United States) |
引用统计 | |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/523672 |
推荐引用方式 GB/T 7714 | Heather L. Schwartz,Jennifer Sloan McCombs,Catherine H. Augustine,et al. Getting to Work on Summer Learning: Recommended Practices for Success, 2nd Ed.. 2018. |
条目包含的文件 | ||||||
文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
RAND_RR366-1.pdf(3709KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
x1636650712999.jpg.p(4KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 |
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