Getting to Work on Summer Learning: Recommended Practices for Success
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Schwartz, Laura Zakaras Commissioned by C O R P O R A T I O N The research in this report was produced within RAND Education, a unit of the RAND Corporation. The research was commissioned by The Wallace Foundation. Library of Congress Cataloging-in-Publication Data The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND’s publications do not necessarily reflect the opinions of its research clients and sponsors. Support RAND—make a tax-deductible charitable contribution at www.rand.org/giving/contribute.html R® is a registered trademark. Cover design by Dori Gordon Walker © Copyright 2013 RAND Corporation This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of RAND documents to a non-RAND website is prohibited. RAND documents are protected under copyright law. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of our research documents for commercial use. For information on reprint and linking permissions, please see the RAND permissions page (www.rand.org/pubs/permissions.html). RAND OFFICES SANTA MONICA, CA • WASHINGTON, DC PITTSBURGH, PA • NEW ORLEANS, LA • JACKSON, MS • BOSTON, MA DOHA, QA • CAMBRIDGE, UK • BRUSSELS, BE www.rand.org Preface This report offers guidance to district leaders across the country who are interested in launching summer learning programs or improving programs that are already established. Our recommendations are based on the evaluations of summer programs in six urban districts in the summer of 2011. These districts—Boston; Cincinnati; Dallas; Duval County, Florida; Pittsburgh; and Rochester, New York—were selected for a multiyear demonstration project funded by The Wallace Foundation to assess their effectiveness in improving student achievement. They are among the nation’s most advanced in their experience with comprehensive, voluntary summer learning programs. This is the first in a series of reports that will result from the evaluation. A separate report, Making Summer Count: How Summer Programs Can Boost Children’s Learning (McCombs et al., 2011) synthesized the research on summer learning loss, identified the key features of effective summer learning programs supported by research, and investi- gated the ways that more than 20 program leaders were managing the challenges of imple- menting such programs. Building on that material, this report offers lessons learned from detailed evaluations of the district programs in the demonstration project in the summer of 2011. These evaluations were designed to help the districts improve the programs they offered in 2012. We have since completed evaluations of the summer 2012 programs, so that districts could further strengthen their programs by the summer of 2013, during a randomized controlled trial to assess the programs’ effects on student performance. Three forthcoming reports will present the results of the trial. A PDF file containing the appen- dix material to this document is available on the RAND website’s product page for this research report (www.rand.org/pubs/research_reports/RR366.html). This study was undertaken by RAND Education, a unit of the RAND Corpora- tion that conducts research on prekindergarten, kindergarten–12th grade, and higher education issues such as assessment and accountability, choice-based and standards- based school reform, vocational training, and the value of arts education and policy in sustaining and promoting well-rounded communities. This study was sponsored by The Wallace Foundation, which seeks to support and share effective ideas and practices to improve learning and enrichment opportuni- ties for children. Its current objectives are to improve the quality of schools, primar- iii iv Getting to Work on Summer Learning ily by developing and placing effective principals in high-need schools; improving the quality of and access to after-school programs through coordinated city systems and by strengthening the financial management skills of providers; reimagining and expand- ing learning time during the traditional school day and year as well as during the summer months; expanding access to arts learning; and developing audiences for the arts. For more information and research on these and other related topics, please visit its Knowledge Center at www.wallacefoundation.org. Contents Preface ................................................................................................ iii Figures and Tables ...................................................................................ix Summary ..............................................................................................xi Acknowledgments ................................................................................ xvii Abbreviations ....................................................................................... xix CHaptER ONE Introduction .......................................................................................... 1 Study Background .................................................................................... 2 Highlights from Research on Summer Learning.................................................. 3 Overview of Demonstration District Programs ................................................... 5 Approach to Evaluation .............................................................................. 7 Report Organization .................................................................................. 9 CHaptER TWO Planning .............................................................................................. 11 Start Planning Early and Be Inclusive ............................................................. 11 Commit to Having a Summer Program by December ........................................ 11 Include Both District and Site-Level Staff in the Planning Process .........................12 Centralize Some Decisionmaking ...............................................................12 Deliver Planning Templates to Site Leaders ....................................................12 Meet Regularly and Be Comprehensive in Scope ................................................13 Conduct Regular and Productive Meetings ....................................................13 Include Enrichment in the Planning Process ...................................................13 Clearly Delineate Roles ..............................................................................13 Establish Firm Enrollment Deadlines and Keep Electronic Student Records ................ 14 CHaptER THREE Curriculum and Instruction ...................................................................... 17 Anchor the Program in a Commercially Available and Tested Curriculum .................. 17 A Promising Approach for ELA .................................................................... 18 v vi Getting to Work on Summer Learning Teaching ELA Through National Geographic’s Science Inquiry Kits on Forces in Motion and Habitats ......................................................................... 18 Choose Curricula with Features Associated with Improved Learning ........................ 19 Standardize the Curriculum Across District Sites ...............................................20 Include Strategies for Differentiation in Curriculum