This quantitative study examined the ways in which middle school students in an urban setting responded to being educated in a customized summer school program geared for students entering grades six to eight and accentuating reading, writing and mathematics. The purpose of this research study was to understand how summer school affects reading, writing, and math achievement. A follow-up study was used to measure the long-term effects of summer school participation as students neared the completion of seventh grade. The core question which guided this research was the following: Is there a statistically significant difference between achievement of sixth grade students who attended and those who did not attend a middle school summer program focused on reading, writing, and mathematics?
Data collection consisted of test scores from the Terra Nova Complete Test Battery (CTB) in the form of pretest and posttest and the Missouri Assessment Program used to measure the long-term effects of summer participation. Data were collected from 60 sixth grade students, 30 treatment and 30 comparison, over a period of an academic school year. Data analysis involved examining test scores from the Terra Nova standardized test and the Missouri Assessment Program.
Analysis revealed that the students involved in the middle school summer program showed a statistically significant gain in Language Arts on measures of writing achievement. In reading and math, no statistically significant gains were found. The follow-up study did not find a statistically significant gain in the long-term effects of summer school participation as students neared the completion of seventh grade. Even though the results of this research did not provide a definitive answer to the question of effectiveness of summer school programs, the implications of this study are useful. The study findings demonstrated that summer school can be used to maintain students’ skills over the summer but that other support programs during the school year are necessary to retain summer school effects until spring testing.
|Advisor:||Vitale, Cynthia, Bice, Cynthia|
|Commitee:||Barker, Jeanette, VanderGraaf, Vanessa|
|School Location:||United States -- Missouri|
|Source:||DAI-A 70/04, Dissertation Abstracts International|
|Subjects:||Educational psychology, Curriculum development|
|Keywords:||Academic achievement, Student success, Summer school|
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