| Title: |
Summer School as an Academic Recovery Strategy after COVID-19: Evidence from Summer 2023. Working Paper No. 325-0825 |
| Language: |
English |
| Authors: |
Atticus Bolyard; Thomas J. Kane; Micaela Keating; Atsuko Muroga; Michael DeArmond; Elise Dizon-Ross; Dan Goldhaber; Jamie Klinenberg; Anna McDonald; Alejandra Salazar; Jazmin Isaacs; Emily Morton; Andrew McEachin; Douglas O. Staiger; National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR) |
| Source: |
National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2025. |
| Availability: |
National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org |
| Peer Reviewed: |
N |
| Page Count: |
48 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Carnegie Corporation of New York; Walton Family Foundation |
| Document Type: |
Reports - Research |
| Education Level: |
Elementary Education; Early Childhood Education; Grade 1; Primary Education; Grade 2; Grade 3; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6; Grade 7; Junior High Schools; Secondary Education; Grade 8 |
| Descriptors: |
Summer Schools; COVID-19; Pandemics; School Districts; Academic Achievement; Achievement Gains; Achievement Tests; Elementary School Students; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Program Effectiveness; School District Size; Low Achievement; Mathematics Achievement; Middle School Students; Reading Achievement |
| Assessment and Survey Identifiers: |
Measures of Academic Progress |
| Abstract: |
Many school districts have turned to summer school as a strategy for addressing persistent declines in student achievement after COVID-19. We examine the impact of 2023 summer programs on academic recovery across 400,000 students in eight large U.S. districts. Using value-added models, we find modest but significant improvements in student math achievement (average effect = 0.024 SD), and no significant improvements in reading. Effects were similar to 2022, despite small declines in participation and dosage. In four districts, we also examine differences in summer 2023 impacts for students who attended the districts' summer school the prior year and those who did not. Students attending for a second consecutive summer generally benefited as much or more than first-time attendees. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
ED677264 |
| Database: |
ERIC |