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Supporting quality in summer learning: How districts plan, develop, and implement programs


School district-led summer programs play a critical role in supporting students academically and providing them with enriching experiences. Drawing on existing research and the perspectives of policymakers and field professionals, this report looks at the policies, practices and resources that go into the planning, development and operation of these programs. Researchers spoke with 92 individuals: district representatives and community partners (representing 38 districts in 30 states); staff from 21st Century Community Learning Center state offices (25 states); and other state-level stakeholders, including state afterschool networks, involved in the design, implementation and funding of district-led summer learning programs. The report identifies several challenges facing district-led summer programs, including lack of transportation and stable funding; staff turnover and burnout; enrollment requirements and other policies that limit access for the students with the greatest need (e.g., homeless students); language and cultural barriers that stand in the way of family engagement; and issues of fit and communication with community partners. (author abstract)

Resource Type:
Reports & Papers
United States
Alabama; Alaska; Arizona; California; Colorado; Connecticut; District of Columbia; Florida; Georgia; Hawaii; Indiana; Iowa; Kansas; Kentucky; Massachusetts; Michigan; Mississippi; Nebraska; New York; North Carolina; Oklahoma; Oregon; South Carolina; Texas; Vermont; Washington

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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