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Analysis of Summer Rising's academic impact and methodology
2:39:44
ยท
133 sec
Deputy Chancellor Vadehra presents the results of an academic impact analysis for the Summer Rising program. Council Member Stevens questions the methodology and significance of the findings.
- The DOE reports statistically significant positive overall impact for all students in math
- Positive impact in K-2 for reading was also reported
- More positive impact was observed when students attended more days
- The analysis compared Summer Rising students to similar students who did not participate
- Stevens questions the uniqueness of the impact, noting that regular summer camps also show positive effects
- The council member requests to see the detailed data from the analysis
Emma Vadehra
2:39:44
Yeah.
2:39:44
Thank you for that.
2:39:45
And it's the summer hearing we had a couple months ago.
2:39:47
I think we shared some early results from last So
Melissa Aviles-Ramos
2:39:50
we actually
Emma Vadehra
2:39:51
the chancellor mentioned in her testimony that we just completed the results of our analysis from last summer, which is the analysis our own team did, which is a pretty rigorous analysis comparing our summer rising students.
2:40:03
We saw a positive overall statistically significant positive overall impact for all students in math.
2:40:08
We saw a statistically How was that done?
2:40:11
It was done using so it was done using our screeners that all of our students across our system take, and so we know we're getting valid comparison data.
2:40:20
Our team looks at the students who participated in summarizing compared to like students who did not participate in summarizing and looks at the academic growth on that screener data.
2:40:31
As I was saying, positive impact overall for math, positive impact in K-two for reading, more positive impact in both cases when
Althea V. Stevens
2:40:38
students showed up for more
Emma Vadehra
2:40:40
can I just finish this last sentence?
2:40:41
When students showed up for more days.
2:40:43
So that's one of the other things we know is when students are showing up more, the academic impact is greater, and a more positive impact as well for our students in temporary housing, our English language learners, and our students with disabilities.
2:40:55
So that's the overall academic impact.
Althea V. Stevens
2:40:56
So was this done through, like, testing or something like that?
2:40:59
Because even with positive impact, let's also be clear, if you go to camp, you actually have positive impact too, which is why when you're thinking about summer reading loss, which is why parents were enrolling them in camp.
2:41:08
So I, like, I wanna know what is the growth because if we're investing all this money to say that this is the way and this is the way we're going, for me, the same way with everything else, How do we really prove that other than saying it's an impact?
2:41:20
Because even if they went to camp and if you look at folks who just go to camp and not in summarizing, they're going to have a positive impact too.
2:41:27
So is there any data to show that it's not just a positive impact?
Emma Vadehra
2:41:30
Yeah.
2:41:31
So I would say, totally appreciate that question, and actually really proud that our team was able to do this by also totally agree on the value of camp, by the way.
2:41:40
But our team was able to do this by comparing these students to other similar students in our system.
2:41:46
Whether they went to camp or not, we are comparing their progress to those students' progress and taking a look at the summarizing students.
Althea V. Stevens
2:41:53
I would love to see that data.
Emma Vadehra
2:41:56
We can share it today.