With the educational changes associated with the No Child Left Behind Act of 2001, schools are looking at accountability for intervention strategies in order to justify their use with struggling students. Summer school has been a means to help struggling students throughout the history of American education. Programs differ in their design, curriculum, target populations, and purpose. Limited research was found that identifies positive elements of successful summer programs. Program assessments tend to be limited to beginning scores compared to ending scores of the summer school participants. Few studies were found comparing summer school participants with a control group consisting of non-summer-school participants. This study investigated a middle school summer program designed as an intervention strategy for struggling students. An experimental group, those attending a 6-week summer school, and a control group, similar students not attending summer school, were compared using a standards-based assessment at the end of 1 year and again at the end of 2 years. The results of the study indicated that when controlling for demographic factors such as grade level, gender, and income status, no significant increases in test scores were found in language arts or mathematics performance. Data analysis supported failure to reject either of the null hypotheses. The results did indicate much variation from year to year and group to group. The length of time between the summer school intervention and the testing window may have been impacted by other school interventions for both groups. A recommendation for a future study was presented to repeat a similar quasi-experiment using a summer school group and control group. To factor out other school interventions' effects on students, the assessment was recommended to be conducted at the beginning of summer school and immediately following the completion of summer school.
|Commitee:||Fitzgerald, Shawn M., Johnson, Teresa|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 70/12, Dissertation Abstracts International|
|Subjects:||Middle School education, School administration, Curriculum development|
|Keywords:||Academic achievement, Education, Intervention, Language arts, Mathematics, Middle school, Standards-based, Summer school, Summer slide|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be