Low-income children lose academic skills over the summertime months when they are not given learning opportunities. The loss of academic skills over the summertime months supports the widening of the achievement gap. This mixed-methods study examines the effectiveness of summer school in halting summer learning loss and increasing student achievement. A paired samples t-test and an independent t-test were used to analyze reading and math scores of students in summer school and students not in summer school. Teachers' perceptions were gathered through an open-ended survey and interviews. Themes that emerged showed reading inadequacy is the main reason students are referred to summer school, teachers lack knowledge about what curriculum is used in summer school and what content areas are available to students, and there is a lack of communication between summer school and traditional school.
|Commitee:||Farris, Ann, Kellerer, Paula, Zickefoose, Gale|
|School:||Northwest Nazarene University|
|School Location:||United States -- Idaho|
|Source:||DAI-A 76/03(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Curriculum development|
|Keywords:||Learning loss, Low-income children, Poverty, Student achievement, Summer learning loss, Summer school|
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