No description available.

The problem of this study was to evaluate the effectiveness of a guidance-structured summer session for entering university freshmen. The performances of students entering this type of program were compared with those of students entering a traditional type of summer school. Inferences made relating to the contributions of a guidance-structured summer session to entering university freshmen were based on analyses of the following characteristics: (1) performance on standardized tests; (2) certain aspects relating to high school background; (3) academic achievement and retention at Texas A. and M. University; (4) fathers' attendance at Texas A. and M. University; and (5) fathers' occupations.

Thesis (Ph. D.)--University of Chicago, Graduate School of Business, August 2001. / Includes bibliographical references. Also available on the Internet.

The requirements of various educational reform movements such as No Child Left Behind and Race to the Top have left public education systems searching for ways to make sure students are reaching their highest potential. Because of the importance of accountability issues to school systems, it is important to examine ways to help students reach their potential. One tool school districts use to aid in improving student achievement is summer school. This qualitative study provides an overview of the history of summer school. Additionally, it offers a synopsis of various types of summer programs and populations often targeted by summer school. The researcher also offers a review of literature on student learning loss over the summer months. The purpose of this study was to examine the perceptions of pre-K through third grade summer school teachers’ about the summer program in which they taught. The study emphasis was on preparation for summer school, analysis of teacher effectiveness, evaluation of the program, and teacher attitudes toward students. The participants in this study were 10 summer school teachers from a school system in northeast Tennessee. The analysis of data collected in this study introduced several themes and common patterns. Participants expressed the importance of being able to see changes in students over the course of their time in school. The value of participating in a summer school program that is different from the regular school year was found to be important to the teachers. Emphasizing that flexibility in pedagogy and fun for the students was important in making summer school successful. Participants reported that small class size aided in their ability to help the students reach their potentials. Summer school teachers in the study were found to value not just the academic activities but also enrichment activities for students during the summer program. Participants also related antidotal stories and shared situations in which summer school was helpful for particular students. These responses illustrate the significance of seeking teachers’ perceptions of the work they are doing.

Many school districts consider literacy and oral language as a top priority for pre-kindergarten students. In the district under study, pre-kindergarten English language learner (ELL) students are encouraged to attend a special summer school program to increase their oral language ability in English. This study compared three groups of children: ELL students attending summer school v. ELL students not attending summer school v. English speaking students not attending summer school. The students' primary reading inventory scores from the end of pre-kindergarten to the middle of kindergarten in the areas of reading, writing and oral language were compared. As expected, ELLs who attended summer school showed significant growth in oral language development from the beginning of summer school to the end of summer school. While it was hypothesized that ELL students attending summer school would show more improvement in oral language than other children over time, there was no significant difference between summer school and non-summer school children's scores by the middle of kindergarten.

The purposes of this study were: (1) to trace the growth of the Summer School program of instruction for children in the Stockton Unified School District since its inception and up to the present study time; (2) to compare the scope and quality of the instructional offerings and the extent of child participation in the Summer School program of the Stockton Unified School District with selected communities in California; and (3) to determine the nature and extent of acceptance of the Summer Elementary School program of the Stockton Unified School District by the children who attended by their parents, and by their teachers.

No description available.

No description available.

No description available.

No description available.