The workshop will focus on moving from a broad research interest to a focused research question, including hypothesis generation and the development of well-framed specific aims. Enrollees will have an opportunity to develop their ideas with and receive feedback from colleagues as they prepare to present to a larger group through the Outcomes Research Workshop or other seminar series.
Additionally, some participants use this workshop to work on the final assignment for the Fundamentals of Health Services Research course, which is a grant proposal. Ruhnke will provide perspectives based on his experiences as an author, mentor, reviewer, and editor. Individualized feedback on project ideas and manuscripts will be offered.
Students currently enrolled in a University of Chicago graduate program may be able to participate in SPORT without additional charges beyond tuition and fees by registering for the courses as part of their graduate program. Please note that SPORT fellows do not receive a transcript or course credit for CCTS and unless they are enrolled in a degree program and have confirmed with their primary department that the courses can be counted toward degree requirements as electives.
You will need to submit the following application materials. If you are submitting a late application after April 20, please notify Kelsey Bogue at kbogue bsd.
Please contact Kelsey Bogue at kbogue bsd. The University of Chicago. Which will be held at the end of the 10 week program. Program acceptance notifications will be sent out on or around no sooner than Monday, March 7, Division of Endocrinology, Diabetes and Nutrition. Responses to Ethics Reflections questions — due by Monday, June 6.
Mid-Summer Research Retreat — To be announced select students from all summer programs will present briefly on their research Student Research Forum — To be announced all summer students will present their research. We note that not all types of academic learning programs have been rigorously studied. For instance, we found no studies of extended school-year programs, likely because school districts are mandated to provide these services to meet the educational needs of students with special needs.
Most of the rigorously studied academic learning programs were programs that targeted children and youth from low-income families in an effort to address differential summer learning loss or targeted students performing below grade level to provide academic remediation.
We also find evidence of spill-over academic effects in an employment program and an arts program designed for youth in correctional education. Below we describe the research evidence for academic learning outcomes by type of summer program.
An asterisk is applied wherever the table reports the highest level of evidence provided by the studies and also indicates that there were mixed results from different studies some having positive findings and others null findings. Almost all school districts provide summer programs for high school students who have failed to pass a course, and some require elementary or middle school students who are performing far below grade level and are at risk of being retained in grade to attend summer programming.
For these programs, participation and successful completion are mandatory to allow these students to move on to the next grade or to the next course. Studies have found moderate certainty of benefits achieved from mandatory summer school programs that provide reading and math instruction to elementary school students, specifically in improving reading Matsudaira, and in mathematics achievement Mariano and Martorell, ; Matusdaira, While credit recovery programs are prevalent, we identified only two rigorous evaluations of these programs.
One study found suggestive evidence that a high school credit recovery program for English learners increased the number of English language arts courses taken by 12th grade, but it found no evidence that the program improved test scores in English language arts, raised the number of math or science courses taken, or improved on-time graduation rates Johnson, Another study tested the efficacy of an online Algebra I course as compared with an in-person Algebra I course.
This last study found moderate evidence of the effectiveness of in-person courses relative to online courses, as students taking in-person courses had higher algebra assessment scores, grades, and credit recovery rates than online students.
However, the mode of the course did not differentially affect longer-term math performance Heppen et al. Some schools, districts, universities, and community partners offer voluntary academic summer programming to children and youth with the intent of improving students' success in school, most often in reading and mathematics.
These programs usually target students performing below grade level or low-income students considered at greater risk of academic loss during the summer months. Given the variability in programs, study design, and measures, it is unsurprising that in this category some programs demonstrated academic benefits and others did not.
We interpret the combined evidence from these studies to suggest that voluntary summer learning programs have the potential to benefit children and youth but are not guaranteed to do so. There is suggestive evidence that a voluntary pre-K program improved participants' early literacy skills Edmonds et al.
However, another study of this type of program found no benefits for early literacy or mathematics Story, Studies of voluntary reading programs targeted to students performing below grade level or low-income students provide moderate evidence of benefits in reading achievement Borman et al.
However, a number of studies of reading programs found no benefits for participating children and youth Dynia et al. None of the reading programs that were shorter in duration e. We found both moderate and suggestive evidence of effective voluntary mathematics programs for middle and high school students Bowens and Warren, ; Stewart, Additionally, a study of a voluntary STEM program provides suggestive evidence that the middle school youth who participated had stronger attendance in the following school year in one cohort, although those findings were not replicated in other cohorts Mac Iver and Mac Iver, We find evidence that multi-subject voluntary programs can benefit children and youth.
A longitudinal, multidistrict RCT was conducted to evaluate 5-week voluntary learning programs that included academic instruction and enrichment activities. It found conclusive evidence of short-term benefits in mathematics when children returned to school in the fall, although the initial gains the treatment group experienced in the fall did not persist at the same levels in the spring.
The study also provides suggestive evidence that highlights the importance of strong attendance: among students with high attendance, mathematics gains seen in the fall were also found in the spring, when state assessments were done, and among students who attended a second summer those with high attendance outperformed control group students in mathematics and reading in the fall and spring. The quality of instruction focused on clear instruction, on-task behavior, and teachers' ensuring that all students understood the material was also correlated with language arts achievement Augustine et al.
At-home learning programs are compelling options for policy makers and funders because they tend to be lower in cost than in-person programs for helping students gain or maintain academic skills over the summer. We found conclusive and moderate evidence of benefits from this type of program. Only one program focused on mathematics, a 9-week program for middle school students that thematically linked to the Boston Red Sox baseball team and covered key mathematical concepts from the prior school year.
This program produced suggestive evidence of benefits in mathematics achievement Nelson, The other type of at-home learning programs studied were reading programs offered to elementary school students. These programs, which provide children with high-interest books at their own reading level, have been provided both through book fairs by sending books directly home to families and through book mobiles that visit rural communities. We have conclusive and moderate evidence of benefits from this type or program, although an equal number of studies of at-home reading programs show no evidence of effectiveness.
Effective at-home reading programs for elementary students often occurred over multiple summers Allington et al. For instance, in one program students participated in a school-year book fair and voluntary summer reading for three summers before the program showed an effect on their state reading scores Allington et al.
For the Project Reads program, there is evidence of effectiveness for the version of the program in which scaffolded instruction was provided by teachers prior to the summer Kim and White, ; Kim et al.
In addition to providing benefits to youth safety, we find conclusive evidence that New York City's summer youth employment program, which targeted low-income youth, resulted in improved youth engagement with school and participation in and performance on academic assessments Leos-Urbel et al.
There is also suggestive evidence that youth in correctional education who participated in a 3-week summer theater program had higher overall GPAs than nonparticipants Coronado, In sum, the research base demonstrates that summer programming can measurably benefit youth across multiple domains, although it is not guaranteed to do so. Because the overall evidence base is fragmented and not representative of all programs available to children and youth over the summer, it is particularly important to understand what factors increase the quality and effectiveness of summer programs.
In the following, we draw out key themes that emerge from the literature we reviewed and the testimony heard by the committee. As discussed earlier, programs designed to meet specific students' needs and that link their content to desired student outcomes appear to be particularly successful.
For instance, programs designed to address the social and emotional needs of children and youth with disabilities demonstrated moderate or suggestive evidence of effectiveness. This suggests that the efficacy of these programs might be tied to the intentional targeting of the program to a population that has been identified as in need of such a program McCombs et al.
Similarly, meta-analyses of out-of-school time programs have found that programs designed to enhance students' social and emotional skills were successful in doing so, while programs that were not intentionally addressing these skills tended to be ineffective in improving these skills Durlak et al.
Based on testimony provided to the committee, we identified cultural responsiveness as a key component of intentional programming. Programs that are not responsive to students' cultural values, beliefs, and backgrounds are, at a minimum, unlikely to attract and retain youth, and at worst could do harm by inflicting offensive beliefs or actions on students.
In the context of summer, and concerning out-of-school time programs broadly, cultural responsiveness requires considering both the staff practices that directly influence youth experiences e. For example, program structures should connect to content that is relevant to youth's lives in culturally meaningful ways, and in their interactions with youth staff should support opportunities to explore youth's cultural identity. These approaches are relevant for summer experiences as well. Research also clearly demonstrates that students need to attend summer learning programs to benefit from them Augustine et al.
For instance, in a study of an academic voluntary summer learning programs, the authors found that students who attended the summer program for at least 20 days benefited in mathematics in the fall of relative to comparison-group students, and those effects persisted through spring After the summer program, high attenders outperformed the comparison group in both mathematics and language arts in the fall and spring.
These benefits were also demonstrated on state academic assessments in spring Augustine et al. Summer programs should be of sufficient duration to meet the goals established for the program. Duration seems particularly important for academic programs. None of the programs we reviewed that lasted 3 weeks or less resulted in benefits for children and youth. For voluntary academic programs, recent research suggests programs should last at least 5 weeks so that they can provide sufficient content to demonstrably improve student achievement Augustine et al.
There are also indications that greater benefits accrue across multiple summers of participation Augustine et al. The committee was also charged with understanding whether there are lessons and examples from other nations that may have implications for the United States. To respond to this charge, the committee commissioned a paper on international summertime experiences.
A review of the published literature highlighted international examples of summertime programming and offered some potentially promising practices and lessons for the United States see Box Pulizzi, Several limitations were noted, however, in the review of this global summertime literature, limitations that also apply to findings from the United States.
The international programs that were evaluated were often stand-alone activities and lacked follow-on support Davies et al. The evaluation time frames typically were short and did not extend beyond a single summer, resulting in uncertainty about longer-term outcomes and sustained changes.
Based on our review of the outcomes and the best-practice literature, the committee reached a number of conclusions that have implications for policy and practice. The current literature examines one-off programs but does not address the effect of the multiple experiences children and youth have over the course of their childhood.
This last need includes programs serving children who are American Indian, Alaska Native, Native Hawaiian, Pacific Islander, immigrant, migrant or refugee, homeless, system-involved, LGBTQ, and those with special health care or developmental needs. The committee did not feel we could rely on effect sizes to distinguish the magnitude of benefits. We know that the magnitude of an effect size is influenced by a number of factors, including the type of assessment used, grade level and subject, and type of study conducted.
For instance, annual spring-to-spring gains on broad standardized assessments vary by subject and grade level, from as large as 1. Further, for many measures in the studies we identified, we have no way to benchmark effect sizes. Turn recording back on. National Center for Biotechnology Information , U. Search term. After considering multiple options, the committee determined we would classify quantitative outcomes evidence into three categories that signal our certainty that the program created the measured effect and would do so in other contexts: 1.
Safety, Risk-Taking, and Pro- and Anti-Social Behaviors Safety and Supervision Although no rigorous outcomes studies examined whether summer programs improve physical safety or supervision, the committee believes such effects are both important and likely benefits of many types of summer programs.
Risky Behaviors Summer can be used as a time to provide programs and interventions intended to reduce risky behaviors, such as alcohol use and unsafe sex. Crime As described in Chapter 2 , many city governments offer youth employment programs. Physical and Mental Health Physical Health Summer programs can be designed to improve the physical health and well-being of children and youth, and we have suggestive evidence they can achieve this goal.
Mental Health The committee found no evidence that summer detrimentally effects the mental health of children and youth.
Social and Emotional Development Summer is a time all agents can use to advance various aspects of children's and youth's social and emotional skills. Academic Learning Academic learning was the most rigorously studied area of outcomes in the literature we identified. Mandatory Academic Programs Almost all school districts provide summer programs for high school students who have failed to pass a course, and some require elementary or middle school students who are performing far below grade level and are at risk of being retained in grade to attend summer programming.
Voluntary Academic Programs Some schools, districts, universities, and community partners offer voluntary academic summer programming to children and youth with the intent of improving students' success in school, most often in reading and mathematics. The content and structure of studied programs vary from one another in the following ways: By grade level : Some programs targeted certain grade levels e.
By duration : Some programs were offered for half-days, although most studied programs ran for a full day. Programs ran anywhere from 3 weeks to 6 weeks over the summer. By content : Some programs focused on one academic subject, others spanned multiple subjects, and many but not all included nonacademic enrichment activities e.
By curriculum : Programs tended to have a set curriculum; however, each program offered a different curriculum, and some studies did not describe the curriculum that was used. At-Home Programs At-home learning programs are compelling options for policy makers and funders because they tend to be lower in cost than in-person programs for helping students gain or maintain academic skills over the summer.
Non-Academic Programs In addition to providing benefits to youth safety, we find conclusive evidence that New York City's summer youth employment program, which targeted low-income youth, resulted in improved youth engagement with school and participation in and performance on academic assessments Leos-Urbel et al. Intentional Design to Meet Student Needs and Desired Outcomes As discussed earlier, programs designed to meet specific students' needs and that link their content to desired student outcomes appear to be particularly successful.
Sustained Attendance Research also clearly demonstrates that students need to attend summer learning programs to benefit from them Augustine et al. Sufficient Duration Summer programs should be of sufficient duration to meet the goals established for the program. The impact of a summer day camp on the resiliency of disadvantaged youths. Addressing summer reading setback among economically disadvantaged elementary students.
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