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This book brings together up-to-date, research-based evidence concerning summer learning and provides descriptions and analyses of a range of summer school programs. The chapters present theory and data that explain both the phenomenon of summer learning loss and the potential for effective summer programs to mitigate loss and increase student achievement. Summer Learning: Research, Policies, and Programs: *presents evidence describing variations in summer learning loss and how these learning differences affect equality of educational opportunity and outcomes in the United States; *discusses the development, characteristics, and effects of the most recent wave of summer programs which are designed to play key roles in the recent standards movement and related efforts to end social promotion; *examines the impact of three of the most widespread, replicable summer school programs serving students across the United States; and *considers the characteristics and effects of alternative programs and practices that are designed to combat the problem of summer learning loss head on. Intended for education researchers, practitioners, policymakers, and graduate students, this volume is particularly relevant to those interested in social stratification, equity-minded policies, implications of the current standards movement and high stakes testing, and the development of programs and practices for improving education.
Despite long-term and ongoing efforts to close the achievement gap between disadvantaged and advantaged students, low-income students continue to perform at considerably lower levels than their higher-income peers in reading and mathematics. Research has shown that students' skills and knowledge often deteriorate during the summer months, with low-income students facing the largest losses. Instruction during the summer has the potential to stop these losses and propel students toward higher achievement. A review of the literature on summer learning loss and summer learning programs, coupled with data from ongoing programs offered by districts and private providers across the United States, demonstrates the potential of summer programs to improve achievement as well as the challenges in creating and maintaining such programs. School districts and summer programming providers can benefit from the existing research and lessons learned by other programs in terms of developing strategies to maximize program effectiveness and quality, student participation, and strategic partnerships and funding. Recommendations for providers and policymakers address ways to mitigate barriers by capitalizing on a range of funding sources, engaging in long-term planning to ensure adequate attendance and hiring, and demonstrating positive student outcomes.
Since its launch in 2006, the Hamilton Project at Brookings has produced extensive research on how to create a growing economy that benefits all Americans. Its pragmatic work aims to increase opportunities for broad-based wealth, economic security, and enduring growth. Path to Prosperity, the first book to emerge from the Hamilton Project, presents important and original work to that end. P ath to Prosperity focuses on three key criteria for fostering broadly shared economic growth: enhancing economic security, building a highly skilled work force, and reforming the tax system. Income security proposals offer methods for reforming unemployment insurance, protecting against the risk of reemployment at a lower wage after job loss, and improving incentives for retirement saving. Education proposals build human capital by improving each level of education, from preschool programs for poor children to graduate fellowships in math and science. The tax proposals seek to make taxation simpler, more progressive, and better suited to a global economy. Contributors include Roger C.Altman, Reuven S.Avi-Yonah, Jason E. Bordoff, Kimberly A. Clausing, Susan M. Dynarski, Molly E. Fifer, Richard B. Freeman, Jason Furman,William G. Gale,Austan Goolsbee, Robert Gordon, Jonathan Gruber,Thomas J. Kane, Lori Kletzer, Jeffrey R. Kling, Alan B. Krueger, Jens Ludwig, Peter R. Orszag, Howard F. Rosen, Robert Rubin, Isabel Sawhill, Judith E. Scott-Clayton, and Douglas O. Staiger.
How do calendars and clocks influence considerations of school effectiveness? From the creation of compulsory education to the future of virtual schooling, Weiss and Brown trace two centuries of school practices, policies and research linking the concept of time with ‘opportunity to learn’. School calendars and clocks are shaped by both the physical and social worlds, and the ‘clock of schooling’ is shown to be one of the ‘great clocks of society’ that helps to frame school effectiveness. School time does not operate in a vacuum, but within curriculum, teaching and learning situations. The phrase ‘chrono-curriculum’ was devised by the authors as a metaphor for exploring issues of school effectiveness within the time dimension. Using American and Canadian sources, stories are created to illustrate four themes about time and school effectiveness. The first three stories utilize access, attendance and testing as criteria associated with these eras of schooling. How will the story read in the fourth era, the digital age, which forces us to a reconsideration of time and its influence on education? Quoting David Berliner in his Foreword: “ this is an opportune time for these authors to bring us insights into the reasons we in North America created our public school systems, and how the chrono-curriculum influences those systems. The authors’ presentation of our educational past provides educators a chance to think anew about how we might do schooling in our own times.”
Students typically lose knowledge and skills during the summer, particularly low-income students. Districts and private providers can benefit from the evidence on summer programming to maximize program effectiveness, quality, reach, and funding.
Summer reading loss accounts for roughly 80 percent of the rich/poor reading achievement gap. Yet far too little attention is given to this pressing problem. This timely volume now offers not only a comprehensive review of what is known about summer reading loss but also provides reliable interventions and guidance. Written by acknowledged experts and researchers on reading, remedial reading, and special education, this collection describes multiple models of innovative summer reading and book distribution initiatives as well as research-based guidelines for planning a successful summer reading program, including tips on book selection, distribution methods, and direction for crucial follow-up. Most important, the authors clearly show how schools and communities can see greater academic gains for students from low-income families using the methods described in this book than they can from much more costly interventions.
The long-awaited new guide to summer reading programs for children, teens, and families is here. Carole Fiore, who oversees Florida's award-winning summer reading program, has created an expansive and up-to-date handbook for summer reading programs. You will learn how to set goals and objectives; establish themes and schedules; coordinate statewide and regional efforts; market and promote events; and evaluate program success. Up-to-date coverage addresses the No Child Left Behind Act, developmental assets, utilizing the Web, copyright concerns, bilingual programming, online activities, outcome-based evaluations, and more. Fiore also provides an A-Z annotated list of thematic programming ideas and a special illustrated section with twenty-five exemplary programs and numerous best practices from libraries across the country. Special sections serve as a guide to themes and member libraries of statewide and regional cooperative summer programs. Filled with forms, checklists, and sample policies, this is a valuable, comprehensive tool - essential for anyone planning reading programs.

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