The Impact of Summer Enrichment Programs on Achievement of
Low Performing Students and Economically Disadvantaged Students
Needs Assessment
Throughout the past several years, the profile of my district has been changing. We continue to see an overall increase in student enrollment and ten year enrollment projections indicate that student population will continue to rise since we are located in a fast growing suburban area in North Texas. With this overall increase in student population, we have also observed a shift in our demographic data to include a growing number of economically disadvantaged students. Currently, our student profile consists of approximately 29% of students who are economically disadvantaged. One of our largest struggles is meeting the learning needs of our children of poverty. This is evidenced in our achievement gap between economically disadvantaged students and our non-economically disadvantaged students. This is embedded in an increasing population of students who are also Limited English Profient (LEP). Thus, we are faced with the task of closing the achievement gap with our students of poverty who may also be struggling to learn the English language.
Objectives and Vision
My district strives to close the achievement gap between our economically advantaged students and our economically disadvantaged students. Research points to a lack of experiences among our children of poverty as a critical factor in the differences in student performance amongst these two student groups. While in school, we provide students with a rich array of experiences to deepen their understanding. However, during the summer, most economically disadvantaged students do not engage in intervention or enrichment programs, while non-economically disadvantaged students attend summer camps and intervention programs. The study will focus on how formal intervention and enrichment programs during the summer impact student achievement. It will determine the change in student achievement from spring to fall in students who attend formal instructional programs in the summer. The study will strive to answer these inquiries:
- How does participation in formal instructional programs during the summer impact retention of content knowledge from spring to fall?
- How does participation in formal programs during the summer impact student growth in content knowledge from spring to fall?
- Do summer intervention or enrichment programs in have an equal impact on student achievement for economically advantaged students and economically disadvantaged students? Does one student group demonstrate greater growth?
- What role do summer intervention or enrichment programs play in closing the achievement gap among our students of poverty?
The overall vision for this action research is that through the implementation of an enrichment and intervention program in the summer focused on remediating skills to accelerate as well as pre-teaching concepts through enrichment, students will avoid the “summer slide” and will show growth from Spring to Fall as measured on nationally normed assessments. Ultimately, by avoiding a loss of learning during the summer, we will begin to even the playing field between the “haves” and “have nots” and thus, begin to make significant strides in closing the achievement gap among economically disadvantaged students.
Review of the Literature and Action Research Strategy
The “summer slide” is a commonly known phrase amongst educators which refers to a loss of growth during the summer months when children are not in school. This is especially evident in reading when young readers, especially those who struggle, lose much of the skill and knowledge acquired during the school year due to a lack of access to reading materials or practice in reading texts. This is especially true for our students of poverty. According to a comprehensive analysis published by the RAND Corporation, McCombs and colleagues (2011) found that elementary students fall behind about 1month in performance levels during the summer. However, there is a significantly greater loss for economically disadvantaged students. The research finds that this summer learning loss is cumulative, and over time, leads to an achievement gap between economically disadvantaged students and non-economically disadvantaged students. Therefore, researchers conclude that efforts to close the achievement gap during the school year alone may be unsuccessful.
References
Smith, Lorna. (2012). Slowing the summer slide. Educational leaderhip. Retrieved from
http:www.ascd.org/publications/educational-leadership/dec11/vol69/num04/Slowing-the-
Summer-Slide.aspx
McCombs, J. S., Augustine, C.H., Schwartz, H. L., Bodily, S. J., McInnis, B., Lichter, D. S., &
Cross, A. B. (2011). Making summer count: How summer programs can boost students’
learning. Santa Monica, CA: RAND. Retrieved from
www.rad.org/content/dam/rand/pubs/monographs/2011/RAND_MG1120.pdf
As I continue to progress with the literature review, I would like to review additional literature to add known research and data to support my action research project.
Articulate the Vision
A comprehensive communication tool was compiled for campus administrators outlining the vision and purpose of the Elementary Summer School Explorers program, details about how curriculum and instruction would differ from previous summer school programs, student selection process, teacher selection process, and other logistics including location and times. Principals were provided individualized invitations for their selected students as well as an informational brochure for parents. These tools were provided in both English and Spanish. The design of the invitation and brochure were festive and mirrored a “camp-like” environment. In order for students, parents, and community members to embrace the redesign of the summer school program, it was critical for all communication to appear in a unique fashion that communicated the new vision and beliefs.
Manage the Organization
This action research project presented itself with numerous obstacles that must be overcome in order to successfully implement the plan. The largest hurdle was funding. As a result of the current economic crisis in our schools, funding for summer school programs had continuously decreased over the past several years. In the summer of 2011, the elementary summer school program had been reduced to only providing services for students as mandated by law. These included services to our bilingual Pre-Kindergarten and Kindergarten students as well as providing services to our 5th grade students in response to the Student Success Initiative (SSI) who did not pass the first or second administration of the Reading and/or Math TAKS tests. Recognizing the need for providing enrichment learning to our economically disadvantaged students in the summer, our Deputy Superintendent took the lead in pleading the case for increased funding in elementary summer school programs. The team of elementary content coordinators compiled four proposals for funding. Ultimately, funds were allocated for the elementary summer school program to support enrichment for 100 students in 3rd Grade, 5th Grade, and 6th Grade for a period of six weeks. It was determined to include students who were entering 3rd Grade and 5th Grade for the 2012-2013 school year since these students would be impacted by the reinstatement of SSI in the upcoming school year. It was also determined that students entering 6th Grade encompass a critical year in bridging the gap between elementary and middle school. The following information outlines the classroom profile for Grades 3, 5 and 6:
- Each classroom was staffed with 2 teachers. Teachers had combined strengths in all content areas. This could refect a strong math/science teacher paired with a strong ELAR/SS teacher.
- Each class consisted of 20 students. This created a 1:10 ratio.
- Therefore, each grade consisted of 5 classrooms of 20 students with 2 teachers per classroom.
- Two special education teachers supported instruction.
- Principals invited our most talented teachers who they felt would be a strong asset to the summer school program.
- Grades 3 and 5 were housed at one elementary campus.
- Grade 6 were housed at a middle school in order to create excitement and familiarity around a new learning environment.
The team of elementary coordinators then began the task of shaping the criteria for selecting 100 students in each of the identified grade levels using MAP data. Data was compiled which showed student performance in reading, math, and science in the following categories:
- Ethnicity
- Economic Status
- LEP status
- SPED services
- Fall 2011 RIT score and percentile rank
- Winter 2012 RIT score and percentile rank
- Total Growth from Fall 2011 to Winter 2012
Analysis began with focusing on students who fell below the 35th national percentile on the Winter 2012 administration of the Measures of Academic Progress (MAP) assessment. Through consulting with campus administrators and district leaders and revisiting our purpose for the program, we concluded that the initial selection of students would be based on current student performance in both Reading and Math RIT Scores from the MAP Assessment. Identified students would possess MAP RIT scores in both reading and math approximately between the 7th and 50th national percentiles. The selected students in this RIT percentile range showed typical or above trypical growth when comparing RIT scores from the Fall 2011 to the Winter 2012 MAP administration. Using this data, we will serve approximately 100 students in each of the identified grade levels: 3rd Grade, 5th Grade, and 6th Grade. The following table reflects a snapshot of qualifying student data for students entering 3rd Grade in the Fall of 2012.
The following table reflects a profile of our 100 students originally identified in each grade level. The grade levels listed below indicate the upcoming grades in the 2012-2013 school year.
A comprehensive communication tool was compiled for campus administrators outlining the vision and purpose of the Elementary Summer School Explorers program, details about how curriculum and instruction would differ from previous summer school programs, student selection process, teacher selection process, and other logistics including location and times. Principals were provided individualized invitations for their selected students as well as a informational brochure for parents. These tools were provided in both English and Spanish. The design of the invitation and brochure were festive and mirrored a “camp-like” environment. In order for students, parents, and community to embrace the redesign of the summer school program, it was critical for all communication to appear in a unique fashion that communicated the new vision and beliefs.
A critical part of the new vision hinged on having the “right” teachers in the classrooms. These teachers must realize the new vision and would be the practitioners who actually put the vision into practice. Therefore, the teacher selection process was performed collaboratively between all campus administrators and the learner support department from central office. Nominated teachers were reviewed and paired with another teacher who complimented their strengths. In the end, the collaborative nature in this selection process proved to be highly successful.
The elementary curriculum coordinators began developing the curricular focus for the Elementary Summer School Explorers program. Engaging enrichment curriculum was designed to include components for acceleration to remediate as well as components that pre-teach upcoming skills. Math and reading built skills that support science and social studies content. Targeted areas were based on district data.
- Science focused on concepts relating to matter and energy.
- Social studies focused on community, US History, and World Culture.
- Math focused on measurement concepts.
- Reading focused on comprehension skills.
Professional development related to the curriculum was provided to the summer school teachers approximately one month prior to the start of summer school. This provided teachers ample time to learn the content and performance standards related to the lessons. It also provided a preview of the lessons so that teachers could begin customizing the lessons to their teaching styles and give their instruction a “camp-like” feel.
District leadership selected and hired one of our current Assistant Principals as the Principal of the Elementary Summer School Explorers Program. She was very passionate about the new vision for this program and played an instrumental part in making this vision a reality. Within this role, she oversaw daily management operations of the summer school program. This included coordinating student transportation, creating a daily schedule, planning for team building with teachers, coordinating teacher payment, ordering basic instructional supplies, etc.
A unique aspect that resulted from this endeavor was the opportunity to provide learning walks in the summer school classrooms as professional development for all teachers in the district. A pre-observaton survey and a post-observation reflection sheet were created. An instructional specialist was hired and trained to facilitate the learning walks. This provided an opportunity to showcase best practices in instruction and provided support for both novice and experienced teachers who gained insight into teaching and learning as it occurs in the classroom. The feedback about this professional learning opportunity has been remarkable. It is rare that teachers have an opportunity to visit classrooms and reflect on instruction of others as it applies to their own practices.
Manage Operations
This entire project is a conglomeration of collaborative efforts. For several years, district and campus leaders have discussed the need for redesigning our current elementary summer school program. This is a direct result of data indicating that the current model does not work in increasing student achievement. Furthermore, antecdotal evidence points to the need to change the profile of the students attending summer school, change the culture and climate associated with summer school, modify the teacher selection process, and overhaul the curriculum and instruction. Consequently, when this action research idea was proposed and funded, there was significant collaboration regarding various areas that should be addressed. Furthermore, with a tremendous desire to change status quo, then district and campus leaders were motivated to dedicate time to making the change happen. Input and suggestions freely flowed and ideas were always well-received and considered. Throughout the process, several areas have been identified as needing alterations before moving forward again next year. However, through collaborative decision making between campuses and Central Office, the implementation of the Elementary Summer School Explorers program has been effective and smooth.
Respond to Community Interest and Needs
Touching the lives of children is the most significant impact of this learning experience. Through the summer school program, students have had an opportunity to make new friends, connect with different adults who care for their well-being and learning, and renew their enthusiasm for learning. Through structured support in a learning environment, self-confidence and trust were build amongst many of these students. They have acquired skills to help them be successful at their home campus in the Fall. As children told stories about their day to their parents, parents were touched by the progress these children were making and were amazed at the evidence of their learning. This creates a trusting environment between the schools and the community.
Ultimately, the community and schools benefit from the impact of increased student learning during the summer. As more students become successful in our schools, then we are helping each person become a successful and contributing member of society. When we do not reach all learners, then this ultimately affects our dropout rate which impacts families and businesses in the community. Our community is divided between the “haves” and the “have nots.” By closing the achievement gap, we will eliminate the divide within the community.
