The Dynamic Effects of a Summer Learning Program on Behavioral Engagement in School

2021 ◽  
pp. 1-51
Author(s):  
Jaymes Pyne ◽  
Erica Messner ◽  
Thomas S. Dee
Keyword(s):  
Low Income ◽  
Behavioral Engagement ◽  
Dynamic Effects ◽  
Learning Program ◽  
Social Emotional ◽  
School Students ◽  
Summer Learning ◽  
Unexcused Absences ◽  
Quasi Experimental ◽  
The Impact

Abstract Evidence that student learning declines or stagnates during summers has motivated an interest in programs providing intensive summer instruction. However, existing literature suggests that such programs have modest effects on achievement and no impact on measures of engagement in school. In this quasi-experimental study, we present evidence on the impact of a comprehensive and mature summer learning program that serves low-income middle school students and features unusual academic breadth, including a robust and well-designed social-emotional learning curriculum. Our results indicate that this program led to substantial reductions in unexcused absences, chronic absenteeism and suspensions and a modest gain in ELA test scores. We find evidence that the gains in behavioral engagement are dynamic, growing over time and with additional summers of participation.

Mentoring Students Back On-Track to Graduation: Program Results From Five Communities

2016 ◽  
Vol 49 (7) ◽  
pp. 643-675 ◽  
Author(s):  
Martha Abele Mac Iver ◽  
Steven Sheldon ◽  
Sarah Naeger ◽  
Emily Clark
Keyword(s):  
High School Students ◽  
Low Income ◽  
Dropping Out ◽  
Mentoring Program ◽  
Student Attendance ◽  
School Students ◽  
Quasi Experimental ◽  
Positive Experiences ◽  
The Impact ◽  
Warning Indicators

This quasi-experimental study examines the impact of a mentoring program for low-income and minority middle and high school students displaying early warning indicators of dropping out on attendance, behavior problems, and course passing. The study was conducted over 3 years in five districts throughout the country and used a comparison group identified through propensity score matching. Although students reported positive experiences with mentoring in surveys, significant program effects on student attendance, behavior, and course passing were not found. Such interventions may have little demonstrated effect not only due to implementation issues but also because they do not address school experience variables that influence student outcomes.

scholarly journals When Students Take Control: Investigating the Impact of the CREST Inquiry-Based Learning Program on Self-Regulated Processes and Related Motivations in Young Science Students

2013 ◽  
Vol 12 (2) ◽  
pp. 178-196 ◽  
Author(s):  
Julie K. Moote ◽  
Joanne M. Williams ◽  
John Sproule
Keyword(s):  
Control Group ◽  
Science Students ◽  
Career Motivation ◽  
Learning Program ◽  
Inquiry Based Learning ◽  
Self Regulated Learning ◽  
The United Kingdom ◽  
Engineering And Technology ◽  
Quasi Experimental ◽  
The Impact

The CREativity in Science and Technology (CREST) scheme, a student-run science project supported by the science, engineering, and technology network, is currently being implemented in schools across the United Kingdom to increase student engagement and motivation in science. The central aim of this research was to explore the influence of CREST participation on students’ self-regulated processes and related motivations. This study followed a quasi-experimental design with a control group (n = 34) and a “CREST” group (n = 39) of students between the ages of 11 and 12 years from a Scottish school. Because multiple measures were used, this study also provides a contribution to the literature regarding measurement issues relating to self-regulated learning (SRL) and motivation. Covariance analyses controlling for academic performance in science revealed significant effects for the intervention regarding changes in SRL, test anxiety, and career motivation in science. Delayed posttest results for the experimental group are also presented and discussed.

scholarly journals School's Out

Elements ◽  
2021 ◽  
Vol 16 (1) ◽  
pp. 39-52
Author(s):  
Charlie Power
Keyword(s):  
United States ◽  
Low Income ◽  
Education System ◽  
The United States ◽  
Current Evidence ◽  
Learning Loss ◽  
Summer Learning ◽  
Elementary And Secondary Education ◽  
Heated Debate ◽  
The Impact

The debate over the future direction of elementary and secondary education in the United States is fractious and contentious. Many of these are rooted in concerns over disparities in financial circumstances and race. While the full extent of the gaps, in addition to the United States' mediocre education system relative to other industrialized nations, has been a subject of frequent research and heated debate, one crucial component of this divide has yet to be analyzed: summer learning loss. This paper will closely analyze published literature in order to analyze the impact of summer education loss. Additionally, this paper will argue that summer learning varies by socioeconomic status (SES), with low-income populations gradually regressing over the years. This phenomenon has ramifications on students' achievement and explains the disparities that accumulate over a student's educational career. Finally, based on current evidence, this paper will make policy recommendations on how to change the current education system to better address summer's inherent inequities. 

Effects of the Your Family, Your Neighborhood Intervention on Neighborhood Social Processes

2019 ◽  
Vol 43 (4) ◽  
pp. 235-246
Author(s):  
Daniel Brisson ◽  
Stephanie Lechuga Peña ◽  
Nicole Mattocks ◽  
Mark Plassmeyer ◽  
Sarah McCune
Keyword(s):  
Social Control ◽  
Social Cohesion ◽  
Low Income ◽  
Urban Neighborhoods ◽  
Social Processes ◽  
Neighborhood Social Cohesion ◽  
Quasi Experimental ◽  
And Control ◽  
The Impact ◽  
Larger Sample

Abstract The objective of this study was to ascertain whether participation in the Your Family, Your Neighborhood (YFYN) intervention, an intervention for families living in low-income neighborhoods, leads to improved perceptions of neighborhood social cohesion and informal neighborhood social control. Fifty-two families in three low-income, urban neighborhoods participated in the manualized YFYN intervention. In this quasi-experimental study treatment families (n = 37) in two low-income neighborhoods received YFYN and control families (n = 15) from one separate low-income neighborhood did not. Families receiving YFYN attended 10 two-hour skills-based curriculum sessions during which they gathered for a community dinner and participated in parent- and child-specific skills-based groups. Treatment families reported increases in both neighborhood social cohesion and informal neighborhood social control after receiving YFYN. However, families receiving YFYN did not experience statistically significant improvements in perceptions of neighborhood social cohesion or informal neighborhood social control compared with nontreatment families. In conclusion, the delivery of YFYN in low-income neighborhoods may improve perceptions of neighborhood social cohesion. Further testing, with randomization and a larger sample, should be conducted to provide a more robust understanding of the impact of YFYN.

scholarly journals Examining the impact of a summer learning program on children’s weight status and cardiorespiratory fitness: A natural experiment

2019 ◽  
Vol 74 ◽  
pp. 84-90 ◽  
Author(s):  
Ethan T. Hunt ◽  
Michelle L. Whitfield ◽  
Keith Brazendale ◽  
Michael W. Beets ◽  
R. Glenn Weaver
Keyword(s):  
Cardiorespiratory Fitness ◽  
Weight Status ◽  
Natural Experiment ◽  
Learning Program ◽  
Summer Learning ◽  
The Impact

Examining the Preliminary Effects of a Summer Social Emotional Learning Program for Young Children

2020 ◽  
pp. 106342662091239
Author(s):  
Sara C. McDaniel ◽  
Kizzy Albritton ◽  
Adrienne Stuckey
Keyword(s):  
Young Children ◽  
Preschool Age ◽  
Future Research ◽  
Learning Program ◽  
Social Emotional ◽  
Preliminary Results ◽  
School Settings ◽  
Preschool Age Children ◽  
Quasi Experimental ◽  
Formal School

This quasi-experimental pilot study examined the use of the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum during the summer prior to kindergarten entry for preschool-age children. The purpose of the study was to examine if participation in the summer Preschool PATHS curriculum would lead to increased levels of social–emotional competence for the participating children, particularly as they prepared to transition into formal school settings. Preliminary results of pilot data indicate positive outcomes for preschool-age children participating in the intervention. These preliminary results suggest that the Preschool PATHS curriculum could potentially be delivered immediately prior to school enter with the potential for promoting competencies and strengths to put young children on a path toward a positive trajectory as they start school. Limitations of the study are discussed as well as practical implications and future research needs.

Home Visiting Effects on Breastfeeding and Bedsharing in a Low-Income Sample

2020 ◽  
pp. 109019812096419
Author(s):  
Joshua P. Mersky ◽  
Colleen E. Janczewski ◽  
ChienTi Plummer Lee ◽  
Ross M. Gilbert ◽  
Cali McAtee ◽  
...  
Keyword(s):  
Low Income ◽  
Home Visiting ◽  
Health Department ◽  
The United States ◽  
Breastfeeding Duration ◽  
Breastfeeding Initiation ◽  
Public Health Department ◽  
Safe Sleep ◽  
Quasi Experimental ◽  
The Impact

Background Research suggests that home visiting interventions can promote breastfeeding initiation, though their effects on breastfeeding continuation are unclear. No known studies have assessed the impact of home visiting on bedsharing. Aims To test the effects of home visiting on breastfeeding and bedsharing in a low-income, urban sample in the United States. Methods During a field trial conducted in Milwaukee, Wisconsin, from April 2014 to March 2017, referrals to a public health department were randomized to a Healthy Families America (HFA) program or a prenatal care and coordination (PNCC) program. Of the 204 women who accepted services, 139 consented to the study and were allocated to the two treatment groups, which were compared with each other and a third quasi-experimental group of 100 women who did not accept services. Data were collected at four time points up to 12 months postpartum. Results Breastfeeding initiation was higher among 72 HFA participants (88.4%; odds ratio [OR] = 2.7) and 67 PNCC participants (88.5%; OR = 2.2) than 100 comparison participants (76.5%). Similar results emerged for breastfeeding duration, though group differences were not statistically significant. Unexpectedly, bedsharing prevalence was higher among HFA participants (56.5%) than PNCC participants (31.1%; OR = 2.9) and comparison group participants (38.8%; OR = 2.0). Discussion Home visiting was linked to increased breastfeeding, while effects on bedsharing varied by program. Progress toward precision home visiting will be advanced by identifying program components that promote breastfeeding and safe sleep. Conclusion Further research is needed to examine whether home visiting reduces disparities in breastfeeding and safe sleep practices.

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