Halting the Summer Achievement Slide: A Randomized Field Trial of the KindergARTen Summer Camp
Halting the Summer Achievement Slide: A Randomized Field Trial of the KindergARTen Summer Camp
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DOI：
10.1080/10824660802427652
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发表时间：
2009-01-01
影响因子：
1.5
通讯作者：
Dowling, N. Maritza
中科院分区：
文献类型：
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作者：
Borman, Geoffrey D.;Goetz, Michael E.;Dowling, N. Maritza
在这项为期6周的识字和美术暑期强化项目KindergARTen Camp的随机现场试验中，我们分析了来自马里兰州巴尔的摩高贫困学校的93名治疗组和35名对照组学生的暑期学习成果。本实验提供的证据有关的因果关系的影响，该计划对学生的识字成绩的5个措施。我们发现，在夏季的几个月里，治疗效果在发展性阅读评估（ESTA）和单词列表A评估方面具有实际意义和统计学意义。此外，对KindergARTen营地学生、家长和教师的调查结果显示，他们对该计划非常满意。最后，我们讨论的背景因素，可能有助于这些结果。
In this randomized field trial of KindergARTen Camp, a 6-week summer enrichment program in literacy and the fine arts, we analyzed the summer learning outcomes of 93 treatment and 35 control students from high-poverty schools in Baltimore, Maryland. This experiment offers evidence concerning the causal effect of the program on 5 measures of students' literacy achievement. We found treatment effects during the summer months that were of both practical and statistical significance on the Developmental Reading Assessment (DRA) and the Word List A assessments. In addition, results from surveys of KindergARTen Camp students, parents, and teachers revealed strong satisfaction with the program. We conclude by discussing the contextual factors that may have contributed to these results.