The Impact of Summer Programs on Student Mathematics Achievement: A Meta-Analysis

IF 8.3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research Pub Date : 2022-07-19 DOI:10.3102/00346543221105543

K. Lynch, Lily An, Zid Mancenido

引用次数: 5

Abstract

We present results from a meta-analysis of 37 contemporary experimental and quasi-experimental studies of summer programs in mathematics for children in grades pre-K–12, examining what resources and characteristics predict stronger student achievement. Children who participated in summer programs that included mathematics activities experienced significantly better mathematics achievement outcomes compared to their control group counterparts. We find an average weighted impact estimate of +0.10 standard deviations on mathematics achievement outcomes. We find similar effects for programs conducted in higher- and lower-poverty settings. We undertook a secondary analysis exploring the effect of summer programs on noncognitive outcomes and found positive mean impacts. The results indicate that summer programs are a promising tool to strengthen children’s mathematical proficiency outside of school time.

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暑期项目对学生数学成绩的影响：Meta分析

我们对37项当代实验和准实验研究的结果进行了荟萃分析，这些研究针对K-12年级前儿童的暑期数学课程，考察了哪些资源和特征可以预测更强的学生成绩。与对照组相比，参加包括数学活动在内的暑期项目的儿童的数学成绩明显更好。我们发现，数学成绩的平均加权影响估计值为+0.10标准差。我们发现，在高贫困和低贫困环境中开展的项目也会产生类似的效果。我们进行了二次分析，探讨了暑期项目对非认知结果的影响，并发现了积极的平均影响。研究结果表明，暑期项目是一个很有前途的工具，可以在课余时间提高孩子的数学能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Review of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

24.10

自引率

2.70%

发文量

期刊介绍： The Review of Educational Research (RER), a quarterly publication initiated in 1931 with approximately 640 pages per volume year, is dedicated to presenting critical, integrative reviews of research literature relevant to education. These reviews encompass conceptualizations, interpretations, and syntheses of scholarly work across fields broadly pertinent to education and educational research. Welcoming submissions from any discipline, RER encourages research reviews in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided the review addresses educational issues. While original empirical research is not published independently, RER incorporates it within broader integrative reviews. The journal may occasionally feature solicited, rigorously refereed analytic reviews of special topics, especially from disciplines underrepresented in educational research.