Thesis (Ph. D.)--University of Wisconsin, 1959. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 177-183).

Inaug.-Diss.--Friedrich-Wilhelms-Universität, 1911.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The purpose of this study was to evaluate the change in oral reading fluency among a sample of students (N = 44) who were randomly assigned a summer school placement. A second goal was to identify relationships between student background characteristics, student learning engagement, and reading fluency outcomes among those students who participated in summer school. Results indicated that students who were assigned to or participated in summer school did not achieve statistically greater summer learning outcomes than students who did not participate. However, summer school participants showed substantial growth in fluency outcomes during the summer intervention period. Implications for summer programs are discussed.

Participation in summer session has benefits for students including improved retention and degree completion and increased contact with faculty (Adelman, 2006; DiGregorio, 1998). Just as some characteristics of students limit their access to participate in higher education in general, participation in summer session may also be affected by certain student characteristics. This study used a nationally representative sample to explore how undergraduate students who enroll in summer session may differ from undergraduate students who do not enroll in summer session in a variety of financial, geographic, academic, programmatic and cultural/social/physical characteristics historically associated with access to higher education. Significant differences between summer enrolled and not enrolled students were found in a number of instances. Some characteristics that are negatively associated with enrollment, persistence and attainment in higher education were positively associated with summer enrollment. A regression analysis revealed that the combined predictive value of student characteristics accounts for only a small portion of the overall decision to enroll in the summer term. / Ph. D.

No description available.

Summer Youth Employment Programs (SYEPs) provide disadvantaged youth jobs and employment experiences. These federally funded programs meet a practical need to help adolescents earn money and have positive summer activities. In addition, federal administrators have implemented program requirements designed to give youth relevant training for future employment. One federal requirement for SYEPs is that all youth are to be screened to determine their basic reading and math skills. In addition to a job, local programs are to provide remedial instruction to youth who fail to meet minimum standards for reading and math. In 1994, SYEPs were also mandated to provide "educational enrichment" for at least half of all participating youth. This study was an evaluation of a SYEP in a Northwestern State and its implementation of different models of employment, remediation, and educational enrichment. Each model was operated in conjunction with a job. For youth who qualified for academic remediation, the two programs were a remedial class or on-the-job remedial enrichment. For youth who did not require remediation, the two models were a job alone or a job with educational enrichment. Outcomes evaluated included self-esteem using the Rosenberg Self Esteem Scale (Rosenberg, 1965), self-mastery with the Mastery Scale (Pearlin & Schooler, 1978), and intellectual responsibility using the Intellectual Achievement Responsibility Scale (Crandall & Crandall, 1965). Job-related reading and math skills were screened at program intake with the Comprehensive Adult Student Assessment System (CASAS) (1988) and as a post-test for youth receiving remediation. For remedial youth, all significant findings favored youth in enrichment projects rather than in remedial classes. For non-remedial youth, those in a job alone, rather than in a job with enrichment, had the most positive outcomes. The study suggests research to change the motivational patterns of adolescents in local programs is needed before additional program interventions are mandated. Missing data and non-random assignment of youth and staff to program groups were problematic. / Graduation date: 1995

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

No description available.

The purpose of the study was to evaluate a six weeks pilot summer elementary school program as a basis for making decisions and modifications regarding future elementary summer programs in the Marion (Indiana) Community Schools. As a related part of the research, the study attempted to determine if pupils enrolled in improvement classes designed especially to strengthen skill areas made more gain in basic skills than did students enrolled in summer enrichment classes organized to provide supplementary educational experiences without stress on skills.The dissertation consisted of two major parts--a subjective evaluation of the program by students, parents, and teachers and a statistical study designed to determine effects of the program on achievement of third, fourth, and fifth grade pupils in reading, vocabulary, and arithmetic. Subjective data were provided by parent questionnaires, teacher evaluations, and by pupil opinionnaire surveys administered at the beginning and close of the summer program.For the statistical study related to pupil achievement, experimental and control groups were selected on a stratified random basis and matched according to sex, grade level, and school district. Effects of the experimental conditions were judged in relation to scores on the Iowa Tests of Basic Skills administered prior to summer school, in September following the program, and again in the subsequent spring. The analysis of covariance with pretest scores and intelligence quotients as covariates was utilized to test the four null hypotheses. The F test was then applied to determine if there were any statistically significant differences between the adjusted posttest means of experimental groups of summer school students and control groups of nonsummer school students.The experimental population was divided into two subgroups on the basis of enrollment in enrichment or improvement classes. This was done to compare the achievement of enrichment class students and improvement class students to that of nonsummer school students. Comparisons were also made between the enrichment and improvement subgroups of the experimental population. The following general conclusions seem justified on the basis of data and information described in the dissertation:1. The elementary summer school was a worthwhile program and should be continued and expanded in the future.2. The stated objectives of the summer school were achieved to a high degree.3. Children in the summer program showed growth in social and emotional development in addition to learning many new things.4. The enrichment classes seemed more likely to satisfy the objectives of the program and facilitate growth in the basic skills than did improvement classes.5. The improvement classes of the program need further while for students enrolled. To subject students to more experiences similar to the ones with which they had difficulty during the regular school year, as was done in this program, seems a questionable practice. An enrichment program for students needing remedial help could possibly result in a better program for these pupils.6. The summer school appeared to be a significant factor in facilitating change and professional growth among teachers.7. Modifications, as recommended by students, parents, and teachers, of the summer program should be considered by.8. The summer program seemed to permit or encourage teachers to do more experimentation than did the regular year program.9. A six weeks summer program in remedial reading and arithmetic when emphasis is directly upon skill development cannot be expected to show demonstrable results in achievement the following autumn or spring.