Improved reading and math test scores are the No. 1 way superintendents evaluate the success of their summer learning programs(33%), according to a new poll conducted by Gallup for the National Summer Learning Association and The School Superintendents Association.
Other valuable metrics include:
- Student performance at the start of the school year (25%)
- Number of students enrolled in summer learning programs (25%)
- Parent/participant feedback and evaluations of the programs (9%)
- Some other way (9%)
More specifically, superintendents in smaller districts are more likely than their counterparts to say improved test scores are the primary measure of their summer program’s effectiveness (39% vs. 28%, respectively). Likewise, superintendents in lower-income districts (40%) are more likely than medium-income (32%) and higher-income districts (27%) to judge success based on test scores.
Given superintendents’ attention to student academics, it’s not surprising that they view maintaining or improving academic skills as the primary benefit of summer learning opportunities. Seventy-three percent of leaders say academic skills are the most important benefit of such learning, and 87% rate it as one of the top three benefits.
Barriers to participation
Many superintendents agree that several barriers get in the way of students’ access to summer school.
Three-quarters say scheduling conflicts with parents’ work schedules, followed by:
- Scheduling conflicts with children’s activities (65%)
- Lack of interest among children (55%)
- Lack of transportation (45%)
“Again, superintendents may primarily be thinking about summer programs their district offers at no or low cost to families, while parents may be considering more costly activities run by private organizations,” the survey reads.
As superintendents gear up for this year’s summer programming, Gallup recommends leaders consider:
- Superintendents value summer learning to a high degree, and most demonstrate their commitment by ensuring their district’s programs offer such learning to their students.
- Many superintendents say their district distributes information about summer learning opportunities to their community.
- Though school districts could have used ARPA funds for school functions, many have expanded existing summer programs or created new ones.
