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ERIC Number: ED562949
Record Type: Non-Journal
Publication Date: 2014
Pages: 11
Abstractor: ERIC
Reference Count: 29
ISBN: N/A
ISSN: N/A
Replicating the Moderating Role of Income Status on Summer School Effects across Subject Areas: A Meta-Analysis
Quinn, David M.; Lynch, Kathleen; Kim, James S.
Society for Research on Educational Effectiveness
The finding that academic summer programs are effective for low income students has been replicated across meta-analytic reviews. However, these reviews have yielded contradictory evidence about whether summer programs are more effective for lower- or higher-income students. This discrepancy may be due to income-based differences in the summer counterfactual that exist for reading but not for math. Additionally, the related question of whether the effects of summer school differ for math and for reading in general has not yielded robust findings to date and bears replication with updated studies. In the present study, the authors therefore extend their previous research on summer learning programs in two ways: (1) They conduct a comprehensive meta-analysis of the literature on math summer school programs (from 1998 to 2011), and test whether the moderating role of income that they observed in reading over this period replicates for math; and (2) They ask whether the effect of summer programs on student outcomes differs for math compared to reading. Their search resulted in 35 studies of summer reading programs, which reported the effects of 41 different interventions, and 12 studies of summer math programs. In conclusion, the authors found evidence that the result does replicate for math, with stronger effects for low-income students than for higher-income students. They also found that the effects of summer programs did not differ for math and reading outcomes; on the contrary, programs with both math and reading components demonstrated effect sizes that were highly correlated between content areas. Tables and figures are appended.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)