The Resource An Analysis of the Effects of an Academic Summer Program for Middle School Students, 2012
An Analysis of the Effects of an Academic Summer Program for Middle School Students, 2012
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The item An Analysis of the Effects of an Academic Summer Program for Middle School Students, 2012 represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Bowdoin College Library.This item is available to borrow from 1 library branch.
Resource Information
The item An Analysis of the Effects of an Academic Summer Program for Middle School Students, 2012 represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Bowdoin College Library.
This item is available to borrow from 1 library branch.
- Summary
- An Analysis of the Effects of an Academic Summer Program for Middle School Students, 2012, funded by the Edna McConnell Clark Foundation's Social Innovation Fund, was conducted in the Summer of 2012 in three school districts (District A, B, C) that were new partnerships for the Building Educated Leaders for Life program (BELL). Of the three study districts, District A and B offered the BELL program in one middle school each; District C offered the program in three schools. Several types of quantitative data were collected about students and BELL teachers in the study. The nature and purpose of these data sources are described below. (1) Spring (baseline) characteristics and test scores:During the application process, parents provided information about their child's socioeconomic characteristics (racial or ethnic group, parents' education, and so on. In addition, schools provided information about whether students in the study were eligible for free or reduced-price lunch, whether they had an individualized education plan (IEP), and whether English was their second language. Schools also provided students' scores on the spring 2012 math and reading assessments administered by their state; these scores were used to determine whether students were proficient, based on local cutoff scores on their state test. (2) Attendance records: BELL provided the evaluation team with the attendance records of students in the study during summer 2012, including any students in the non-BELL group who may have attended the program. (3) Fall reading and math tests: Students in the study were encouraged to take standardized tests in math and reading in fall 2012. In the average study district, students took the tests six weeks after the end of the program, or one week after the start of the school year. Students' reading achievement was assessed using the Group Reading Assessment and Diagnostic Examination (GRADE), and their math achievement was assessed with its math counterpart, the Group Mathematics Assessment and Diagnostic Examination (GMADE). The GRADE contains two subtests (reading comprehension and vocabulary), and the GMADE contains three (concepts, operations, and processes). (4) Fall student survey: In the same session as the GRADE and GMADE were administered, students also completed a short survey asking about the extent to which they were engaged in various aspects of instruction when they returned to school in the fall (for example, whether they paid attention in class and whether they completed their homework on time). The survey also included a set of items asking students to describe their activities during the summer. (5) BELL teacher survey: BELL administers a survey to its teachers as part of regular program monitoring and evaluation activities. The survey captures teachers' characteristics as well as their perceptions of various aspects of the BELL program (such as training, materials, and staffing), of their own performance in the classroom, and of their students' performance and engagement. BELL administers the survey to all of its teachers -- academic (English Language Arts [ELA] or math or both) and enrichment teachers -- as well as mentors (teaching assistants). However, given the academic focus of this evaluation, the target population for the study's purposes was academic teachers who taught students in the study. This collection contains two datasets. Part 1 is a student-level dataset that includes all information collected about students in the study sample (baseline data, GRADE and GMADE test scores, student survey data, and attendance data). Part 2 is a teacher survey dataset that includes teachers in the analysis sample (i.e. academic middle school teachers who responded to the survey and who taught students in the study). Demographic information about the students include socioeconomic characteristics like racial or ethnic group, parents' education, and so on. Demographic information about the teachers in the sample include their education and experience backgrounds
- Note
-
- 2012
- 36531
- Label
- An Analysis of the Effects of an Academic Summer Program for Middle School Students, 2012
- Title
- An Analysis of the Effects of an Academic Summer Program for Middle School Students, 2012
- Summary
- An Analysis of the Effects of an Academic Summer Program for Middle School Students, 2012, funded by the Edna McConnell Clark Foundation's Social Innovation Fund, was conducted in the Summer of 2012 in three school districts (District A, B, C) that were new partnerships for the Building Educated Leaders for Life program (BELL). Of the three study districts, District A and B offered the BELL program in one middle school each; District C offered the program in three schools. Several types of quantitative data were collected about students and BELL teachers in the study. The nature and purpose of these data sources are described below. (1) Spring (baseline) characteristics and test scores:During the application process, parents provided information about their child's socioeconomic characteristics (racial or ethnic group, parents' education, and so on. In addition, schools provided information about whether students in the study were eligible for free or reduced-price lunch, whether they had an individualized education plan (IEP), and whether English was their second language. Schools also provided students' scores on the spring 2012 math and reading assessments administered by their state; these scores were used to determine whether students were proficient, based on local cutoff scores on their state test. (2) Attendance records: BELL provided the evaluation team with the attendance records of students in the study during summer 2012, including any students in the non-BELL group who may have attended the program. (3) Fall reading and math tests: Students in the study were encouraged to take standardized tests in math and reading in fall 2012. In the average study district, students took the tests six weeks after the end of the program, or one week after the start of the school year. Students' reading achievement was assessed using the Group Reading Assessment and Diagnostic Examination (GRADE), and their math achievement was assessed with its math counterpart, the Group Mathematics Assessment and Diagnostic Examination (GMADE). The GRADE contains two subtests (reading comprehension and vocabulary), and the GMADE contains three (concepts, operations, and processes). (4) Fall student survey: In the same session as the GRADE and GMADE were administered, students also completed a short survey asking about the extent to which they were engaged in various aspects of instruction when they returned to school in the fall (for example, whether they paid attention in class and whether they completed their homework on time). The survey also included a set of items asking students to describe their activities during the summer. (5) BELL teacher survey: BELL administers a survey to its teachers as part of regular program monitoring and evaluation activities. The survey captures teachers' characteristics as well as their perceptions of various aspects of the BELL program (such as training, materials, and staffing), of their own performance in the classroom, and of their students' performance and engagement. BELL administers the survey to all of its teachers -- academic (English Language Arts [ELA] or math or both) and enrichment teachers -- as well as mentors (teaching assistants). However, given the academic focus of this evaluation, the target population for the study's purposes was academic teachers who taught students in the study. This collection contains two datasets. Part 1 is a student-level dataset that includes all information collected about students in the study sample (baseline data, GRADE and GMADE test scores, student survey data, and attendance data). Part 2 is a teacher survey dataset that includes teachers in the analysis sample (i.e. academic middle school teachers who responded to the survey and who taught students in the study). Demographic information about the students include socioeconomic characteristics like racial or ethnic group, parents' education, and so on. Demographic information about the teachers in the sample include their education and experience backgrounds
- http://library.link/vocab/creatorName
-
- Somers, Marie-Andree
- Inter-university Consortium for Political and Social Research [distributor]
- http://library.link/vocab/relatedWorkOrContributorName
- Grossman, Jean
- Label
- An Analysis of the Effects of an Academic Summer Program for Middle School Students, 2012
- Note
-
- 2012
- 36531
- Control code
- ICPSR36531.v1
- Governing access note
- Access restricted to subscribing institutions
- Label
- An Analysis of the Effects of an Academic Summer Program for Middle School Students, 2012
- Note
-
- 2012
- 36531
- Control code
- ICPSR36531.v1
- Governing access note
- Access restricted to subscribing institutions
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<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.bowdoin.edu/portal/An-Analysis-of-the-Effects-of-an-Academic-Summer/Eidxj4yZKgY/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.bowdoin.edu/portal/An-Analysis-of-the-Effects-of-an-Academic-Summer/Eidxj4yZKgY/">An Analysis of the Effects of an Academic Summer Program for Middle School Students, 2012</a></span> - <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.bowdoin.edu/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.bowdoin.edu/">Bowdoin College Library</a></span></span></span></span></div>
