The purpose of this study was to evaluate the benefit accrued to fifth-grade students who participated in a summer school accelerated instruction program utilizing accelerated instructional practices in a Texas school district. The secondary intent was to determine the program's effect on student regression or retention as measured by Measures of Academic Progress (MAP) scores and State of Texas Assessment of Academic Readiness (STAAR) tests in reading and mathematics. The district provided summer accelerated instruction to fifth-grade students who did not pass reading and/or mathematics portions of STAAR for the May administration. For this study, I focused on the 2018 summer accelerated instruction offered by the district, using a mixed methods design to analyze the effectiveness of accelerated instruction for the students who participated in the summer program. A paired samples t-test was conducted to evaluate if students who failed the May STAAR in either reading or mathematics increased their scores on the June STAAR. Also, a paired samples t-test was conducted to determine if these same students increased their fall MAP test when compared to the spring MAP test. Teachers were interviewed to determine their perceptions of the most beneficial parts of summer school for students who attended. The results showed that attending the 2018 summer accelerated instruction program had a statistically significant effect on STAAR reading and mathematics scores and a statistically significant effects on the MAP reading and mathematics scores. Three themes emerged from the teacher interviews as being benefits of accelerated instruction: administrative support, a growth focus, and social and emotional health.

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