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Examining the Impact of Summer Learn...

Banks-Cotton, Shannon E.,

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Examining the Impact of Summer Learning Academy on Reading Scores and Grade Retention of Urban Students in Southwestern Tennessee /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining the Impact of Summer Learning Academy on Reading Scores and Grade Retention of Urban Students in Southwestern Tennessee // Shannon E Banks-Cotton.
Author:	Banks-Cotton, Shannon E.,
Description:	1 electronic resource (112 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-10, Section: B.
Contained By:	Dissertations Abstracts International86-10B.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31842737
ISBN:	9798310324572

Examining the Impact of Summer Learning Academy on Reading Scores and Grade Retention of Urban Students in Southwestern Tennessee /
Banks-Cotton, Shannon E.,

Examining the Impact of Summer Learning Academy on Reading Scores and Grade Retention of Urban Students in Southwestern Tennessee /Shannon E Banks-Cotton. - 1 electronic resource (112 pages)

Source: Dissertations Abstracts International, Volume: 86-10, Section: B.

The Tennessee Third Grade Retention Act was signed into law by Governor Bill Lee in 2020, stating third graders must meet or exceed proficiency on the Tennessee Comprehensive Assessment Program (TCAP) reading assessment, the state's testing program since 1988, before passing to fourth grade (Tennessee Department of Education, 2022a; Tennessee Department of Education, 2022c). Daniels (2021) suggested studying the efficacy of summer reading camps and retention policies, researching why some students were not learning to read by third grade, and determining what steps schools need to take to solve this problem. A large urban school district in Southwestern Tennessee implemented Summer Learning Academy (SLA) to help improve reading assessment scores. This quantitative study examined whether SLA impacted reading assessment scores, specifically among the sample population of the first group of third-grade students who were impacted by the new law. A One-way Analysis of Covariance (ANCOVA) examined differences in student scores by SLA attendance, an Independent samples t test examined differences in scores by socioeconomic status, and a One-way Analysis of Variance (ANOVA) examined differences in scores by geographical location within the district. Three hundred sample scores from the Spring 2023 and Fall 2023 diagnostic scores were used from the population, which included 8,005 student records. This study determined that there was no difference in scores for students who attended SLA and students who did not attend SLA nor between groups of students who attended SLA in different geographical locations within the district. However, there was a significant difference between student scores based on socio-economic status. Inconsistent with previous research, the results from this study could provide information that can be shared with the school district to analyze program implementation, review intervention curriculum, and target funding for future programming. The results may also be shared with lawmakers, as interventions and student achievement are major policy and funding issues.

English

ISBN: 9798310324572Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

COVID-19

Examining the Impact of Summer Learning Academy on Reading Scores and Grade Retention of Urban Students in Southwestern Tennessee /
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