Effects of a Summer Mathematics Intervention for Low-Income Children: A Randomized Experiment

Autor/inn/en	Lynch, Kathleen; Kim, James S.
Titel	Effects of a Summer Mathematics Intervention for Low-Income Children: A Randomized Experiment
Quelle	In: Educational Evaluation and Policy Analysis, 39 (2017) 1, S.31-53 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373716662339
Schlagwörter	Summer Programs; Mathematics Instruction; Low Income Groups; Randomized Controlled Trials; Program Effectiveness; Mathematics Achievement; Urban Schools; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Online Courses; Conventional Instruction; Laptop Computers; Educational Technology; Learner Engagement; Comparative Analysis; Minority Group Students; Documentation; Pretests Posttests; Home Programs; Student Attitudes; Parent Role; Maryland + Suchen Sie Ihr Suchwort? Sommerkurs; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Online course; Online-Kurs; Laptop computer; Laptop; Computer; Digitalrechner; Unterrichtsmedien; Dokumentation; Schülerverhalten; Parental role; Elternrolle
Abstract	Prior research suggests that summer learning loss among low-income children contributes to income-based gaps in achievement and educational attainment. We present results from a randomized experiment of a summer mathematics program conducted in a large, high-poverty urban public school district. Children in the third to ninth grade (N = 263) were randomly assigned to an offer of an online summer mathematics program, the same program plus a free laptop computer, or the control group. Being randomly assigned to the program plus laptop condition caused children to experience significantly higher reported levels of summer home mathematics engagement relative to their peers in the control group. Treatment and control children performed similarly on distal measures of academic achievement. We discuss implications for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01