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The purpose of this study was to determine the impact of summer school on grade3 and 4 students’ reading achievement. Data was collected in a Midwestern suburbanschool district. The sample consisted of 36 summer school participants and 28 nonparticipants in District A during the spring, summer, and fall of 2015.The results showed that summer school participants improved on the districtcreated English Language Arts target of comprehension. Grade 3 students showed amarginal improvement in comprehension scores, while grade 4 students showedstatistically significant improvement in comprehension. There was not a statisticallysignificant difference in the improvement in grade 3 and 4 students’ reading scores, asmeasured from the spring 2015 to fall 2015 Fountas & Pinnell benchmark assessments,between eligible grade 3 and 4 students who participated in summer school and eligiblegrade 3 and 4 students who did not participate in the summer school in District A. Therewas not a statistically significant difference in the improvement in grade 3 and 4 students’reading scores, as measured from the spring 2015 to fall 2015 Scholastic ReadingInventory™ assessment scores, between eligible grade 3 and 4 students who participatedin summer school and eligible grade 3 and 4 students who did not participate in thesummer school in District A.The results from this study suggest implications for action for District A toimprove their students’ reading through summer school participation. Those actionsshould include research on the effects of summer vacation on low-SES students, testingperiods that only include summer vacation, requiring attendance for students below gradelevel in reading, and requiring parent participation in summer school. Districts with a stated goal to improve student reading through a summer school program could benefitfrom viewing the results of this study. |
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