Mandatory summer curricula are not teacher proof: individualizing instruction and quality of teacher-student interactions were associated with larger gains¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2–q3
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students whose teachers spent more time individualizing the curriculum and working with students outside class had greater learning gains than students whose teachers spent less time doing so. → Melissa Roderick 2003 q2 i? Quality of teacher-student interactions distinguished the most effective Summer Bridge classrooms from average ones, and students of the relatively few teachers who engaged students and gave substantive feedback had larger gains. → Melissa Roderick 2003 (2)

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? · associational · r2

Teacher surveys and classroom observations across the evaluation indicated that mandatory curricula alone did not guarantee effectiveness; individualization and out-of-class work with students were associated with greater learning gains.

"Students whose teachers spent more time individual izing the curriculum and working with stu dents outside of class had greater learning gains than students in classrooms where teachers spent less time adapting the cur riculum and providing individualized at tention ."

Melissa Roderick 2003 (2)¶

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

q2 · i? · associational · r2

In-depth classroom observations in 12 schools showed a relatively small proportion of teachers taught in ways that engaged students, provided substantive feedback, and addressed individual learning needs; their students had larger learning gains.

"Our look at in struction showed that the quality of interactions between teachers and students was a distinguishing factor between the most effective Summer Bridge classrooms and the average classroom."

Discussion¶

Related Claims¶

• Whether teachers knew their students before Summer Bridge predicted test-score increases and teacher practice, most strongly for older students — related
• Students in higher-achieving schools had larger Summer Bridge gains, so the program did not ameliorate quality differences across schools — related
• Summer Bridge produced short-term test-score gains and allowed more students to meet promotion cutoffs, particularly among sixth and eighth graders — related
• Summer Bridge produced only small sustained effects: slightly larger two-year gains than comparable non-attendees, without changing learning trajectories — related