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You are here: > Reading Research & Reports > Research by Topic > Summer Learning and Out-of-School Programs
Research by Topic

Summer Learning and Out-of-School Programs

Below are selected research studies that look at issues related to summer learning and out-of-school programs. The resources are listed alphabetically by author and include links to the item or to where it can be purchased.

Foundational research

Lessons Learned From the CORAL Initiative — Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative

Arbreton, A., Sheldon, J., Bradshaw, M., Goldsmith, J., Jucovy, L., and Pepper, S. (2008). Lessons learned from the CORAL initiative — Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative. Oakland, CA: The James Irvine Foundation and Public/Private Ventures.

This evaluation of CORAL — Communities Organizing Resources To Advance Learning, an after-school program in five California cities — finds a relationship between high-quality literacy programming and academic gains. It also highlights the role that quality out-of-school-time programs play in the ongoing drive to improve academic achievement.

Additional articles

Essential Elements Of Quality After-School Programs

Hammond, C. and Reimer, M. (2006). Essential Elements Of Quality After-School Programs. Alexandria, VA: Communities In Schools (CIS)

This report, commissioned by Communities In Schools from the National Dropout Prevention Center at Clemson University, reviews existing research to identify afterschool programs that have been found through scientific studies to be effective and the core elements that contributed to their effectiveness.

The Learning Season: The Untapped Power of Summer to Advance Student Achievement

Miller, B. (2007). The Learning Season: The Untapped Power of Summer to Advance Student Achievement. Quincy, MA: Nellie Mae Education Foundation.

This report shows that summer enrichment opportunities have a much more profound impact than previously believed on the academic achievement of young people.

Leading After-School Learning Communities

National Association of Elementary and Secondary School Principals. (2006). Leading After-School Learning Communities: What Principals Should Know and Be Able to Do. Washington DC: Author.

By collaborating with after-school programs and accepting them as vital partners in education, principals can strengthen their schools and move closer to the overriding, common goal of maximizing learning for every child. This executive summary highlights successful components.

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