Cover -- Title Page -- Copyright -- Preface -- Contents -- Figures and Tables -- Summary -- Acknowledgments -- Abbreviations -- CHAPTER ONE: Introduction -- Research on Summer Learning Programs -- Research Questions -- Phases of the Study -- Phase I -- Phases II and III -- Schedule of Public Reports -- Contribution of the Study -- Caveats -- Report Overview -- CHAPTER TWO: How Did We Measure Implementation and Outcomes? -- Program Implementation -- Classroom Observation Ratings -- Teacher Survey -- Attendance Data -- Student Outcomes -- Academic Assessments -- Student Survey -- Devereux Student Strengths Assessment -- Analytic Methods Used to Estimate Program Effects -- CHAPTER THREE: Who Were the Students in the Study? -- Study Student Characteristics -- Study Student Attendance in Summer Programs -- Attendance in the District Summer Programs -- Attendance in Other Summer Programs -- CHAPTER FOUR: How Did Implementation of the Summer Programs Vary? -- The Summer Learning Programs -- Boston Summer Learning Project -- Dallas Thriving Minds Summer Camp -- Duval Super Summer Academy -- Pittsburgh Summer Dreamers Academy -- Rochester Summer Scholars -- Cross-District Program Implementation -- Amount of Instruction Received -- Instructional Quality -- Site Discipline and Order -- CHAPTER FIVE: What Were the Near-Term Effects of the Summer Programs? -- The Programs Had a Positive Effect on Fall 2013 Mathematics Achievement -- The Programs Had No Discernable Effect on Fall 2013 Reading Achievement -- The Programs Had No Discernable Effect on Fall 2013 Social-Emotional Outcomes -- Student Demographics and Characteristics Were Not Related to Near-Term Outcomes -- Lack of Service Contrast Is Unlikely to Have Caused the Study to Underestimate Program Effects -- CHAPTER SIX: What Aspects of Summer Programs Are Related to Positive Outcomes?.

Strong Attendance and More Instructional Time Were Associated with Better Mathematics Outcomes -- Instructional Quality Was Associated with Positive Reading Outcomes -- Having a Teacher with Relevant Grade-Level Experience Was Associated with Positive Reading Outcomes -- Orderly Sites Were Associated with Better Reading Outcomes -- Other Factors Were Not Associated with Program Effects -- CHAPTER SEVEN: Key Findings and Implications -- Summer Learning Programs Appear to Serve Community Needs -- Students Who Attended the Programs Entered School in the Fall with Stronger Mathematics Skills Than Those Who Did Not -- The Programs Did Not Produce Near-Term Effects in Reading -- The Summer Programs Did Not Affect Social-Emotional Outcomes -- Next Steps -- Bibliography -- Technical Appendixes -- Copyright -- Table Contents -- Figures and Tables -- Figures -- Table -- Abbreviations -- A. Randomization Design and Implementation -- Randomization of Students to Treatment and Control Groups -- Stratification Plan -- Writing the Computer Code for the Randomization -- Siblings -- Program Uptake -- Minimum Detectable Effect Sizes -- Attrition -- Balance of the Treatment and Control Groups After Attrition -- B. Statistical Analysis -- Analysis Plan -- Preferred Random-Effects Model -- Linear Regression with Cluster Adjustment -- Summary -- Analysis of Treatment Effect on the Treated -- Multiple Hypotheses Testing -- C. Data Collection -- Academic Achievement -- Social-Emotional Outcomes -- Characteristics of Students in the Sample -- Student Survey Responses -- Summary of Teacher Survey Responses -- 2013 Academic Teacher Survey (Boston Example) -- Classroom Observations -- Inter-Rater Agreement -- 2013 Classroom Observations and Protocol (Dallas Example) -- Student Attendance -- D. Hypothesized Mediators and Moderators of Summer Program Effects.

Attendance and Dosage: Amount of Instructional Time Received -- Creation of Relative Opportunity for Individual Attention -- Scales Created from Teacher Survey and Classroom Observation Data -- Quality of Instruction -- Appropriateness of the (Mathematics/Language Arts) Curriculum -- E. Results from Regression Models with Covariates -- References.