Be extraordinary - Summer Impact Report 2015

SUMMER IMPACT REPORT 2015 experienceBELL.org

Summer Impact Report 2015 BELL (Building Educated Leaders for Life) exists to transform the academic achievements, selfconfidence, and life trajectories of children living in under-resourced communities.

BELL pursues its mission by partnering with schools to expand learning time. Summer learning opportunities, in particular, play an important role in a child’s academic success, as well as their social, physical, and emotional development. Without them, studies show that children tend to lose reading and math skills, gain weight, and face increased risks of negative social behavior. By the time a child completes the eighth grade, summer learning loss has been shown to account for up to 2/3 of the academic achievement gap between children from low-income families and their higherincome peers.

In BELL’s summer learning programs, scholars in grades K-8 participated in data-driven, small-group academic instruction in reading and math, afternoon enrichment activities, field trips, and community service. Programs operated for 5-10 hours per day, 4-5 days per week, for 5-7 weeks.

During the summer of 2015, 13,336 scholars participated in BELL programs at 115 school- and community-based sites in 35 communities and 21 states. BELL and its partners prioritized enrolling students who were struggling in school and who lacked access to summer learning programs.

13,336 K-8

• At least 75% of scholars will demonstrate improved self-confidence and social skills.

• At least 75% of parents will report that they became more engaged in their child’s education

Grades Served

85%

Average Daily Attendance

+2

Average Reading Gain, in Months

+3

Average Math Gain, in Months

92%

Teachers reporting that scholars increased their self-confidence

92%

Teachers reporting that the summer program developed their professional skills

95%

Parents reporting that scholars enjoyed their BELL Summer experience

89%

Parents reporting they became more involved in their scholar’s education

Program staff measured program outcomes against three major goals: • Scholars will gain at least one month of academic skills, on average, instead of experiencing summer learning loss.

Scholars Enrolled

1

Scholar Achievement ✎ ACADEMIC GROWTH Assessment data from the end of the BELL Summer program show that scholars gained an average of two months of reading skills and three months of math skills.

Gains in reading and math skills are an important indicator of student success because they provide a measure of how much a student has progressed up the proficiency ladder at a time when most children are not engaged in structured learning activities. A full grade level contains ten months of skills development (i.e., based on an average school year of learning from September – June). A gain of one month, then, is equal to what an average student learns in 10% of a school year.

Scholars’ academic growth demonstrates that participating in summer learning activities has a positive impact on achievement and eliminates summer learning loss. The data also suggests that summer learning opportunities may have the greatest academic and social impact on scholars who are struggling in school and who lack access to the camps, travel, and other enrichment experiences that play a formative role in the development of children from higher-income families.

Teachers utilize formative assessments from the start of the summer to understand each scholar’s learning needs and to inform individualized learning plans.

ACADEMIC GROWTH IN THE BELL SUMMER PROGRAM VS SUMMER LEARNING LOSS -2

-1

0

1

2

3

+2 Months of Reading Skills

Skills Gained, in Months

+3 Months of Math Skills

-2 Months of Summer Learning Loss Experienced by Disadvantaged Students Without Summer Learning Opportunities* -2

-1

0

1

2

3

* Sources McCombs et al. (2011). Making Summer Count: How Summer Programs Can Boost Children’s Learning. Rand Education & The Wallace Foundation.

Cooper, Harris (2003). Summer Learning Loss: The Problem & Some Soluations. ERIC Clearinghouse on Elementary & Early Childhood Education.

2

✎ PARENT & TEACHER ENGAGEMENT & SATISFACTION

✎ SELF-CONFIDENCE & SOCIAL SKILLS Scholars’ academic success requires self-efficacy skills, determination, and social skills, including an ability to communicate clearly and work well with others. Teachers and parents consistently reported that scholars’ participation in BELL Summer program helped them make important gains in these areas.

Such a positive impact can be attributed to a culture of high expectations, high-quality staff, a small scholar to staff ratio, and an individualized learning environment. In addition, scholars demonstrated a increased resilience and determination to succeed.

Teachers and parents consistently reported that the BELL Summer program was of high quality and met or exceeded their expectations. Teachers reported that the program structure and resources helped scholars achieve the goals set forth for them. They also reported that working as a teacher in BELL Summer helped them develop their professional skills. Parents reported that the model boosted their involvement in their child’s education – an outcome that is proven to have significant long-term impact on student achievement in school and beyond.

PARENT & TEACHER SURVEY RESULTS Parents report: 87%

Scholars are more confident in their abilities

85%

Scholars have a more positive attitude about school

86%

Scholars showed improved abilities to overcome challenges

95%

Scholars enjoyed the BELL Summer program The BELL Summer program helped me become more involved in my child's education

89%

I am highly satisfied with my BELL Summer experience

94%

I recommend the BELL Summer program to other parents

94%

Teachers report: 92%

Scholars have more confidence in themselves

93%

Scholars exhibited a positive growth mindset

I recommend the BELL Summer program to parents

94%

Program staff are diverse and reflect scholar diversity

94% 92%

Working with BELL helped me develop my professional skills

0%

25%

50%

75%

100%

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