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Getting It the Second Time Around: Student Classroom Experience in Chicago's Summer Bridge Program


by Susan I. Stone, Mimi Engel, Jenny Nagaoka & Melissa Roderick - 2005

Increased use of high-stakes testing has been accompanied by an expansion of summer school programming. Few investigations focus on student experience within these programs. Using multiple methods, we examined how low-performing students attending the Chicago Public Schools' Summer Bridge program perceived their summer learning environments. Students reported substantial increases in academic press and personalism between the school year and summer. Qualitative analysis revealed that over half of the students characterized their experience as substantively better in the summer than in the school year. They particularly focused on exposure to new content, increased attention from teachers, and an improved classroom climate that helped in the mastery of material.


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Cite This Article as: Teachers College Record Volume 107 Number 5, 2005, p. 935-957
https://www.tcrecord.org ID Number: 11845, Date Accessed: 1/26/2020 10:26:39 AM

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About the Author
  • Susan Stone
    University of California at Berkeley
    E-mail Author
    SUSAN STONE is an assistant professor in the School of Social Welfare at the University of California at Berkeley. She is interested in intersections between social welfare and education policies. She recently completed, with Robin Tepper Jacob and Melissa Roderick, a study of the impact of the Chicago Public Schools’ Ending Social Promotion policy on academic instruction (a downloadable version of this study is available at http://www.consortium-chicago.org/publications/p68.html).
  • Mimi Engel
    Northwestern University
    MIMI ENGEL is a doctoral student in the Human Development and Social Policy Program at Northwestern University. She is interested in education policy. She was a lead author of a study evaluating Chicago’s Summer Bridge program (a downloadable version of this study is available at http://www.consortium-chicago.org/publications/p59.html).
  • Jenny Nagaoka
    University of Chicago
    JENNY NAGAOKA is project director of the Consortium on Chicago School Research’s ongoing study of the postsecondary outcomes of Chicago Public Schools graduates. She recently completed an evaluation of the Chicago Public Schools’ retention policies (a downloadable version of this evaluation is available at http://www.consortium-chicago.org/publications/p70.html).
  • Melissa Roderick
    University of Chicago
    MELISSA RODERICK is an associate professor in the School of Social Service Administration at the University of Chicago and a director of the Consortium on Chicago School Research. She recently completed an evaluation of the Chicago Public Schools’ retention policies (a downloadable version of this evaluation is available at http://www.consortium-chicago.org/publications/p70.html).
 
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