Students were significantly more positive about classroom academic environments and teacher attention in Summer Bridge than in the school year¶

Claim · All claims
Evidence · 1 study · qualitative r? · q3
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students who attended Summer Bridge reported significantly more positive perceptions of classroom academic environments and teacher attention in summer than during the school year. → Melissa Roderick 2003

Evidence¶

Melissa Roderick 2003¶

Melissa Roderick, Mimi Engel, Jenny Nagaoka, with Brian A. Jacob, Sophie Degener, Alex Orfei, Susan Stone, Jen Bacon. (2003). Ending Social Promotion: Results From Summer Bridge. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/ending-social-promotion-results-summer-bridge

q3 · i? · qualitative · r?

Based on student surveys collected during both the school year and summer 1999 plus qualitative interviews, students portrayed summer classrooms as places where they were expected to work hard and where teachers were supportive.

"students who attended Summer Bridge were significantly more positive in the summer than in the school year about the academic environments of their classrooms and the attention they received from teachers"

Discussion¶

Related Claims¶

• Summer Bridge produced only small sustained effects: slightly larger two-year gains than comparable non-attendees, without changing learning trajectories — related
• Most Chicago teachers and principals reported that Summer Bridge and Lighthouse had positive effects on participating students — related
• Summer Bridge produced short-term test-score gains and allowed more students to meet promotion cutoffs, particularly among sixth and eighth graders — related