Reproducing or Reducing Inequality? The Case of Summer Learning Programs

Autor/inn/en	Davies, Scott; Aurini, Janice; Hillier, Cathlene
Titel	Reproducing or Reducing Inequality? The Case of Summer Learning Programs
Quelle	In: Canadian Journal of Education, 45 (2023) 4, S.1055-1083 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0380-2361
Schlagwörter	Equal Education; Summer Programs; Remedial Programs; Foreign Countries; Disadvantaged Youth; Student Recruitment; Student Participation; Academic Achievement; Program Effectiveness; Achievement Gap; Social Bias; Social Stratification; Program Evaluation; Elementary School Students; Literacy; Numeracy; English; French; Canada + Suchen Sie Ihr Suchwort? Sommerkurs; Förderprogramm; Ausland; Benachteiligter Jugendlicher; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung; Soziale Zusammensetzung; Programme evaluation; Programmevaluation; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; English language; Englisch; Französisch; Kanada
Abstract	Can summer programs, as remedial supplements to regular schooling, extend learning opportunities and other benefits to disadvantaged students? To frame this question, we compare logics from "social reproduction" and "partial compensation" perspectives, and then apply them to a large mixed method study of four kinds of summer programs in Ontario. Drawing on quantitative data on over 10,000 students and qualitative data from interviews with over 200 teachers and parents, we examined patterns of student recruitment and participation, social valuations, and academic outcomes. We found that all summer programs successfully recruited disadvantaged students without stigmatizing them, and raised their average achievement without widening pre-existing gaps. We interpret these findings as being consistent with the "partial compensation" perspective, and discuss related policy implications that include COVID-19 learning recovery strategies. (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://cje-rce.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01