Every Summer Counts: A Longitudinal Analysis of Outcomes from the National Summer Learning Project

This report shares evaluation findings from 2017 of the longer-term impacts of a summer learning project in five school districts: Boston, Dallas, Duval County in Florida, Pittsburgh, and Rochester. It explores the effects of two consecutive summers of voluntary, full-day programming for at least 20 days three school years after the second summer of programming. While high attendees performed better on math, language arts, and SEL scores in 2014, the benefits were not statistically significant in 2017, but still educationally meaningful.  

For a short (3 minute) video summary of the report findings by one of the coauthors, see: https://www.wallacefoundation.org/news-and-media/blog/pages/take-a-minute-or-three-for-summer-learning.aspx?utm_source=The+Wallace+Foundation&utm_campaign=1395a79075-EMAIL_CAMPAIGN_2021_05_05_02_18&utm_medium=email&utm_term=0_59ab24ca7b-1395a79075-221150077

Related Topics
Supportive Learning Environment
Summer Learning
Establishing summer opportunities
Engaging Activities
School & Community Partnerships
Quality Improvement
Culturally Responsive Practice & Inclusion
The Wallace Foundation
Jennifer Sloan McCombs, Catherine H. Augustine, John F. Pane, and Jonathon Schweig
Resource Type
82 pages
Publication Date
Archive Status