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Reversing the Summer Slide: A random assignment study of a summer learning program
Last registered on December 30, 2013

Pre-Trial

Trial Information
General Information
Title
Reversing the Summer Slide: A random assignment study of a summer learning program
RCT ID
AEARCTR-0000188
Initial registration date
December 30, 2013
Last updated
December 30, 2013 3:57 PM EST
Location(s)
Primary Investigator
Affiliation
Mathematica Policy Research
Other Primary Investigator(s)
Additional Trial Information
Status
Completed
Start date
2005-07-05
End date
2006-01-31
Secondary IDs
Abstract
This study uses random assignment to evaluate the Building Educated Leaders for Life (BELL) summer learning program. Over 1,000 elementary school children who applied to this program in 2005 were included in the study. Random assignment results suggest positive impacts on reading and parents encouraging reading. Quasi-experimental results suggest positive impacts on reading skills similar to the same amount of time in regular school. No impacts were found on academic-self perceptions or social behaviors. Attendance rates at the program were around 50 percent for the treatment group.
Registration Citation
Citation
Chaplin, Duncan. 2013. "Reversing the Summer Slide: A random assignment study of a summer learning program." AEA RCT Registry. December 30. https://doi.org/10.1257/rct.188-1.0.
Former Citation
Chaplin, Duncan. 2013. "Reversing the Summer Slide: A random assignment study of a summer learning program." AEA RCT Registry. December 30. https://www.socialscienceregistry.org/trials/188/history/788.
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Experimental Details
Interventions
Intervention(s)
BELL is a community-based organization that provides supplemental learning activities for low-income youth in a number of cities. BELL operates both school year and summer programs. During the summer of 2005 they had programs at five locations (three in Boston, one in New York City and one in Washington, D.C.) These programs provided five to six weeks of classes for eight hours per day and five days per week for children entering grades 1–7. This evaluation covered their summer 2005 programs in three sites--two in Boston and one in New York City.
For academic activities, students are clustered in groups of approximately 15 children with each cluster taught by 1 teacher (usually a regular teacher from the public school system) and one experienced teaching assistant (generally an Americorps volunteer or college student). Each week students receive approximately eight hours of literacy instruction (two hours per day, four days a week), four hours of math instruction (one hour a day, four days per week) and 6.5 hours of community time (0.5 hours, four days a week and a Friday 1/2 day field trip). In addition, every Friday students attend a speaker series where they hear from and ask questions of prominent citizens in their community.
Intervention Start Date
2005-07-05
Intervention End Date
2005-08-12
Primary Outcomes
Primary Outcomes (end points)
Reading test scores
Primary Outcomes (explanation)
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
Random assignment
Experimental Design Details
Randomization Method
Computer
Randomization Unit
Family
Was the treatment clustered?
Yes
Experiment Characteristics
Sample size: planned number of clusters
689 families
Sample size: planned number of observations
835
Sample size (or number of clusters) by treatment arms
About 44 percent of the sample was put in the treatment group.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
Post-Trial
Post Trial Information
Study Withdrawal
Intervention
Is the intervention completed?
No
Is data collection complete?
Data Publication
Data Publication
Is public data available?
No
Program Files
Program Files
Reports and Papers
Preliminary Reports
Relevant Papers