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The following research and references were used by the authors in the development of the Supporting Summer Learning, Pandemic or Not.
Elementary School Literacy
Kim, J. S. & White, T.G. (2008). Scaffolding Voluntary Summer Reading for Children in Grades 3 to 5: An Experimental Study. Scientific Studies of Reading [Internet] 12(1), pp 1-23. Retrieved from https://scholar.harvard.edu/jameskim/publications/scaffolding-voluntary-summer-reading-children-grades-3-5-experimental-study.
Elementary and Middle School Literacy
Essential Instructional Practices in Early Literacy: Grades K to 3. (2016). Michigan Association of Intermediate School Administrators (MAISA) General Education Leadership Network (GELN) Early Literacy Task Force (ELTF). Retrieved from https://literacyessentials.org/literacy-essentials/the-essentials/essential-instructional-practices-in-early-literacy-grades-k-to-3/.
Essential Instructional Practices in Early Literacy: Grades 4 to 5. (2016). Michigan Association of Intermediate School Administrators (MAISA) General Education Leadership Network Early Literacy Task Force (GELN). Retrieved from https://literacyessentials.org/literacy-essentials/the-essentials/essential-instructional-practices-in-early-literacy-grades-4-to-5/.
Essential Practices for Disciplinary Literacy Instruction in the Secondary Classroom: Grades 6 to 12. (2019). Michigan Association of Intermediate School Administrators (MAISA) General Education Leadership Network Early Literacy Task Force (GELN). Retrieved from https://literacyessentials.org/literacy-essentials/the-essentials/essential-instructional-practices-for-disciplinary-literacy-grades-6-to-12/.
Essential School-Wide and Center-Wide Practices in Literacy (2016). Michigan Association of Intermediate School Administrators (MAISA) General Education Leadership Network Early Literacy Task Force (GELN). Retrieved from https://literacyessentials.org/literacy-essentials/the-essentials/essential-school-wide-and-center-wide-practices-in-literacy/.
Kraft, M. A., & Dougherty, S. M. (2012). The Effect of Teacher-Family Communication on Student Engagement: Evidence from a Randomized Field Experiment. Journal of Research on Educational Effectiveness [Internet] 6(3): 199-222. Retrieved from https://scholar.harvard.edu/mkraft/publications/effect-teacher-family-communication-student-engagement-evidence-randomized-field.
McCombs, J. S., Augustine, C. H., Unlu, F., Ziol-Guest, K. M., Naftel, S., Gomez, C. J., Marsh, T., Akinniranye, G., & Todd, I. (2019). Investing in Successful Summer Programs. Santa Monica, CA: RAND Corporation. Retrieved from https://www.rand.org/pubs/research_reports/RR2836.html
Neild, R. C., Wilson, S. J., & McClanahan, W. (2019). Afterschool Programs: A Review of Evidence Under the Every Student Succeeds Act. Philadelphia, PA: Research for Action. Retrieved from https://www.wallacefoundation.org/knowledge-center/Documents/Afterschool-Programs-A-Review-of-Evidence-Under-the-Every-Student-Succeeds-Act.pdf
Elementary and Middle School Mathematics
Cavanaugh, C., Gillan, K. J., Kromrey, J., Hess, M., & Blomeyer, R. (2004). Naperville, IL. The Effects of Distance Education on K-12 Student Outcomes: A Meta-Analysis. Learning Point Associates. Retrieved from https://eric.ed.gov/?id=ED489533
Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review. Review of Educational Research, 66, pp 227–268. Retrieved from https://journals.sagepub.com/doi/abs/10.3102/00346543066003227
Hawley, W. D., Rosenholtz, S., Goodstein, H. J., & Hasselbring, T. (1984). Good schools: What Research Says About Improving Student Achievement. Peabody Journal of Education 61(4), iii-178.
Mahoney, J., Parente, M., & Lord, H. (2007). After-School Program Engagement: Links to Child Competence and Program Quality and Content. Research Gate/The Elementary School Journal, 107, 385-404. Retrieved from https://www.researchgate.net/publication/237959390_After-School_Program_Engagement_Links_to_Child_Competence_and_Program_Quality_and_Content
Palsey, D. (2013). Supporting Mathematics Learning Outside the Regular School Day in After-School and Summers. Expanding Minds & Opportunities: The Power of Afterschool and Summer Learning for Student Success. Retrieved from https://www.expandinglearning.org/expandingminds/article/supporting-mathematics-learning-outside-regular-school-day-afterschool-and
Schwartz, H. L., McCombs, J. S., Augustine, C. H., & Leschitz, J. T. (2018). Getting to Work on Summer Learning: Recommended Practices for Success. Rand/Summer Learning Series. 2nd Ed., Santa Monica, Calif.: RAND Corporation, RR366-1. Retrieved from https://www.rand.org/content/dam/rand/pubs/research_reports/RR300/RR366-1/RAND_RR366-1.pdf
Elementary and Middle School Literacy and Middle School Mathematics
Beckett, M., Borman, G., Capizzano, J., Parsley, D., Ross, S., Schirm, A., & Taylor, J. (2009). Structuring Out-of-School Time to Improve Academic Achievement: A Practice Guide. (NCEE #2009-012). What Works Clearinghouse. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/ost_pg_072109.pdf
Kim, J. S., & Quinn, D. M. (2013). The Effects of Summer Reading on Low-Income Children’s Literacy Achievement from Kindergarten to Grade 8: A Meta-Analysis of Classroom and Home Interventions. Review of Educational Research, 83(3), 386–431. Retrieved from https://scholar.harvard.edu/jameskim/publications/effects-summer-reading-low-income-children%E2%80%99s-literacy-achievement-kindergarten
High School English Language Arts and Mathematics
Anderson-Butcher, D., Newsome, W. S., & Ferrari, T. M. (2002). Participation in Boys and Girls Clubs and Relationships to Youth Outcomes. Journal of Community Psychology, 31(1), 39-55. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1002/jcop.10036
Cullinan, B. E. (2000). Independent Reading and School Achievement. New York University. School Library Media Research, 3, 1–23. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol3/SLMR_IndependentReading_V3.pdf
DeWitt, P. (2020). 6 Reasons Students Aren't Showing Up for Virtual Learning. Education Week. Editorial Projects in Education. Retrieved from https://blogs.edweek.org/edweek/finding_common_ground/2020/04/6_reasons_students_arent_showing_up_for_virtual_learning.html
DuBose, M., & Gorski, P. (2020). Equity Literacy and Virtual Learning During Covid-19. ASCD Inservice, ASCD. Retrieved from https://inservice.ascd.org/equity-literacy-and-virtual-learning-during-covid-19/
Essential Instructional Practices for Disciplinary Literacy Instruction in the Secondary Classroom: Grades 6 to 12. Michigan Association of Intermediate School Administrators (MAISA) General Education Leadership Network (GELN) Early Literacy Task Force (ELTF).Retrieved from https://literacyessentials.org/literacy-essentials/the-essentials/essential-instructional-practices-for-disciplinary-literacy-grades-6-to-12/.
Evans, M., & Boucher, A. R. (2015). Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in Learning. Mind Brain and Education, 9(2), 87–91. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/mbe.12073
Faggella-Luby, M. N., Ware, S. M., & Capozzoli, A. (2009). Adolescent Literacy—Reviewing Adolescent Literacy Reports: Key Components and Critical Questions. Journal of Literacy Research, 41(4), 453–475. Retrieved from https://journals.sagepub.com/doi/pdf/10.1080/10862960903340199
Tabor, J. W. (2018). Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School. Doctoral dissertation, Texas A & M University. Retrieved from https://oaktrust.library.tamu.edu/handle/1969.1/174317
Social-Emotional Wellness
Durlack, J. A., Domitrovich, C.E., Weissbert, R. P., & Gullotta, T. P. (2015). Handbook of Social Emotional Learning. New York: Guilford Press.
Grant, S., Hamilton, L. S., Wrabel, S. L., Gomez, C. J., Whitaker, A. A., Leschitz, J. T., … Ramos, A. (2017). Social and Emotional Learning Interventions Under the ESSA. Santa Monica, CA: RAND Corporation/Objective Analysis Effective Solutions. Retrieved from https://www.rand.org/pubs/research_reports/RR2133.html
Quality of Worklife Survey (2015). American Federation of Teachers. Badass Teachers Association, A Union of Professionals. Retrieved from https://www.aft.org/sites/default/files/worklifesurveyresults2015.pdf.
Public Library Resources
Digital Inclusion Survey (2014). American Library Association. Retrieved from Digital Inclusion Survey.
Roman, S., & Fiore, C. D. (2010). Do Public Library Summer Reading Programs Close the Achievement Gap? Children & Libraries: The Journal of the Association for Library Service to Children. Winter 2010, 8(3), 27-51, 5. Retrieved from http://web.a.ebscohost.com/ehost/detail/detail?vid=0&sid=4b0efacc-5f3f-4017-b5df-97a279d81d43%40sdc-v-sessmgr02&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=55618570&db=a9h
Roman, S., Carran, D. T., & Fiore, C. D. (2010). The Dominican Study: Public Library Summer Reading. Dominican University. Retrieved from https://www.ireadprogram.org/content/documents/report.pdf
Summer Reading White Paper (2014). Collaborative Summer Library Program. NPC Research. Retrieved from file:///C:/Users/DancerL/Downloads/CSLP-Summer-Reading-White-Paper-2015%20(3).pdf.
Shaping Summertime Experiences: Opportunities to Promote Healthy Development and Well-Being for Children and Youth (2019). National Academies of Sciences, Engineering and Medicine (U.S.), Committee on Summertime Experiences and Child and Adolescent Education, Health and Safety, issuing body. Washington D.C.: National Academies Press. Retrieved from http://elibrary.mel.org/record=b40439097~S15
Why Summers Matter. (2017). National Center on Afterschool and Summer Enrichment: Summer Learning Brief. Retrieved from https://www.summerlearning.org/wp-content/uploads/pdf/ncase-summer-learning-brief.pdf
Book-Based Summer Reading Programs for Families
Finding Their Story. (2019). 7th Edition Kids & Family Reading Report. Scholastic, New York, NY. Retrieved from https://www.scholastic.com/content/dam/KFRR/Downloads/KFRReport_Finding Their Story.pdf
Kim, J. S., & Quinn, D. M. (2013). Delayed Effects of a Low-Cost and Large-Scale Summer Reading Intervention on Elementary School Children's Reading Comprehension. Journal of Research on Educational Effectiveness [Internet]s, 9 (sup1): 1-22. Retrieved from https://scholar.harvard.edu/jameskim/publications/delayed-effects-low-cost-and-large-scale-summer-reading-intervention
Kim, J. S., & Quinn, D. M. (2013). The Effects of Summer Reading on Low-Income Children's Literacy Achievement from Kindergarten to Grade 8: A Meta-Analysis of Classroom and Home Interventions. Review of Educational Research [Internet], 83(3), 386-431. Retrieved from https://scholar.harvard.edu/jameskim/publications/effects-summer-reading-low-income-children’s-literacy-achievement-kindergarten
Lindsay, J. (2010). Children’s Access to Print Material and Education-Related Outcomes: Findings from a Meta-Analytic Review. Naperville, IL: Learning Point Associates. Retrieved from https://static1.squarespace.com/static/5731ee0840261d67c7155483/t/5767517d29687f6102b04f75/1466388897631/Lindsay_Children%27s+Access+to+Print+Material+and+Education-Related+Outcomes_2010.pdf
McGill-Franzen, A. M., Ward, N. & Cahill, M. (2016). Summers: Some Are Reading, Some Are Not! It Matters. Reading Teacher 69(6), 585-596. Retrieved from https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/trtr.1461
Miller, D. & Sharp, C. (2018). Game Changer! Book Access for All Kids. New York, NY: Scholastic, Inc.
Quinn, D. M., & Polikoff, M. (2017). Summer Learning Loss: What Is It, and What Can We Do About It? Brookings Institution. Retrieved from https://www.brookings.edu/research/summer-learning-loss-what-is-it-and-what-can-we-do-about-it/
Sparks, S. D. (2020). New Warnings on Screen Time, as Students Nationwide Move to E-Learning. Educ on WeekBlog, Inside School Research. Retrieved from http://blogs.edweek.org/edweek/inside-school-research/2020/03/new_warnings_on_screen_time_language_delays.html
Media Access and Indoor/Outdoor Activities (suggestions dispersed throughout the document)
Anderson-Butcher, D., Newsome, W. S., & Ferrari, T. M. (2002). Participation in Boys and Girls Clubs and Relationships to Youth Outcomes. Journal of Community Psychology, 31(1), 39-55. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1002/jcop.10036
McCombs, J. S., Augustine, C. H., Schwartz, H. L., Bodilly, S. J., McInnis, B., Lichter, D. S., & Cross, A. B. (2011). Making Summer Count: How Summer Programs Can Boost Children's Learning. RAND Corporation/Wallace Foundation. Santa Monica, CA. Retrieved from https://www.wallacefoundation.org/knowledge-center/Documents/Making-Summer-Count-How-Summer-Programs-Can-Boost-Childrens-Learning.pdf
Parent Engagement: Strategies for Involving Parents in School Health. (2010). U.S. Department of Health and Human Services. Centers for Disease Control and Prevention. Atlanta, GA. Retrieved from https://www.cdc.gov/healthyschools/parentengagement/pdf/parent_engagement_strategies.pdf
The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance. (2010). U.S. Department of Health and Human Services. Centers for Disease Control and Prevention. Atlanta (GA). Retrieved from https://www.cdc.gov/healthyyouth/health_and_academics/pdf/pa-pe_paper.pdf
Wong, M. (2014). Stanford 'Tips-By-Text' Program Helps Boost Literacy in Preschoolers, Study Finds. Stanford University. Stanford, CA. Retrieved from https://news.stanford.edu/news/2014/november/texting-literacy-tips-111714.html
Family Engagement and Summer Learning
Henderson, A.T., Mapp, K.L., Johnson, V.R., & Davies, D. (2007). Beyond the Bake Sale: The Essential Guide to Family School Partnerships. New York, NY: The New Press.
Kraft, M., & Rogers, T. (2014). The Underutilized Potential of Teacher-to-Parent Communication: Evidence from a Field Experiment. Economics of Education Review 47, 49-63. Retrieved from https://scholar.harvard.edu/files/todd_rogers/files/empirical_in_press.kraft_rogers.pdf
Mapp, K., & Kuttner, P. J. (2013). Partners in Education: A Dual Capacity-Building Framework for Family-School Partnerships. A Publication of SEDL in Collaboration with the U.S. Department of Education. Austin, TX: Southwest Educational Development Lab. Retrieved from https://www2.ed.gov/documents/family-community/partners-education.pdf
Sheldon, S., & Jung, S. (2015). The Family Engagement Partnership Student Outcome Evaluation. John Hopkins University. Retrieved from https://www.researchgate.net/publication/319226886_The_Family_Engagement_Partnership_Student_Outcome_Evaluation
