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The Dynamic Effects of a Summer Learning Program on Behavioral Engagement in School

Author

Listed:
  • Jaymes Pyne

    (Graduate School of Education Stanford University Stanford, CA 94305)

  • Erica Messner

    (Graduate School of Education Stanford University Stanford, CA 94305)

  • Thomas S. Dee

    (Graduate School of Education Stanford University Stanford, CA 94305)

Abstract

Evidence that student learning declines or stagnates during summers has motivated an interest in programs providing intensive summer instruction. However, existing literature suggests that such programs have modest effects on achievement and no impact on measures of engagement in school. In this quasi-experimental study, we present evidence on the impact of a comprehensive and mature summer learning program that serves low-income middle school students and features unusual academic breadth, including a robust and well-designed social-emotional learning curriculum. Our results indicate that this program led to substantial reductions in unexcused absences, chronic absenteeism, and suspensions and a modest gain in English language arts test scores. We find evidence that the gains in behavioral engagement are dynamic, growing over time and with additional summers of participation.

Suggested Citation

  • Jaymes Pyne & Erica Messner & Thomas S. Dee, 2023. "The Dynamic Effects of a Summer Learning Program on Behavioral Engagement in School," Education Finance and Policy, MIT Press, vol. 18(1), pages 127-155, Winter.
    • Handle: RePEc:tpr:edfpol:v:18:y:2023:i:1:p:127-155
    DOI: 10.1162/edfp_a_00368
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