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Interpreting the effectiveness of a summer reading program: The eye of the beholder

机译：解释夏季阅读计划的有效性：旁观者的眼睛

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摘要

In applying a methods-oriented approach to evaluation, this study interpreted the effectiveness of a summer reading program from three different stakeholder perspectives: practitioners from the school district, the funding agency supporting the program, and the policymakers considering mandating summer school. Archival data were obtained on 2330 students reading below benchmark in Grades 2-5. After propensity score matching participants to peers who did not attend the summer program, the final sample consisted of 630 students. Pre-to posttest growth models revealed positive effects in Grades 2-4 (standardized slopes of .40-.54), but fifth graders demonstrated negligible improvement (standardized slope of .15). The standardized mean differences of propensity score matched treatment and control group students indicated null effects in all grade levels (d = -.13 to .05). Achieving proficient reading performance also was not attributable to summer school participation. Findings underscore the importance of operationalizing effectiveness in summative evaluation.
机译：在应用以方法为导向的评估方法，这项研究解释了来自三个不同利益相关者观点的夏叶阅读计划的有效性：来自学区的从业者，支持该计划的资金机构，以及考虑暑期学校的政策制定者。在2330名读数2-5级的基准测试中获得归档数据。经过倾销得分与参与者没有参加夏季计划的同行，最终样本由630名学生组成。前测试前期增长模型显示出2-4级（标准化斜坡的正效效果（标准化斜坡），但第五年级学生表现出可忽略不计的改善（标准化斜率为.15）。倾向评分的标准化平均差异匹配匹配治疗和对照组学生表明所有年级水平的空效应（D = -1.13至.05）。实现熟练的阅读性能也不会归因于暑期学校参与。调查结果强调了在总结评估中运营效率的重要性。

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