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ERIC Number: ED525626
Record Type: Non-Journal
Publication Date: 2010
Pages: 145
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1244-6742-9
ISSN: N/A
Evaluating Summer School Programs and the Effect on Student Achievement: The Correlation between Stanford-10 Standardized Test Scores and Two Different Summer Programs
Bottorff, Alicia Kaye
ProQuest LLC, Ed.D. Dissertation, Lindenwood University
Educators have been looking for a solution to increasing yearly student achievement while at the same time ensuring that the achievement gap between students of high and low socioeconomic status does not continue to widen each year. Many studies examined show that students experience summer learning loss if not in school during the months of June through September. Because of this research, the district being studied extended their summer school program format from four-weeks to six-weeks. This collaborative, quantitative study examined assessment data from the SAT 10 to explore the correlation between middle school math and language arts test data and extended time in a summer school program. The independent variable was time in the summer school program. The dependent variable was the test data from the 2007 and 2008 language arts, math, and complete battery SAT 10. A group of 30 students were randomly selected to represent the 2007 four-week summer program, and another randomly selected group of 30 students were selected to represent the 2008 six-week summer program. A z test to find the difference in means was used to determine if the extension of time in the summer program correlated with a statistically significant increase in student achievement data. The results did demonstrate a statistical increase in student achievement in math and the complete battery, but not in reading. More specifically, the African American subgroup showed statistically significant gains in math and the Special Education subgroup showed statistically significant gains in the complete battery. The district studied needs to explore other ways to increase these scores with the remaining subgroups and reading comprehension scores with all subgroups. Before making any changes to the summer program, the district may want to implement changes to the program which will help assess the growth of the participating students. Analyzing data each summer may give the district leaders a more clear direction of how they want to continue to enhance the six-week summer program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Stanford Achievement Tests