Kathleen Lynch: Relatively weak math proficiency among many U.S. Tell us more about what you looked at - and what motivated you. In your new research, you analyzed previous studies of summer math programs aimed at K–12 students. The study gives school and district leaders a clear signal that summer learning - and summer learning in mathematics, in particular - can be a productive piece of the puzzle when it comes to fortifying an equitable recovery from COVID’s disruptions.įor more insight, we interviewed the co-authors of the new analysis: Kathleen Lynch, Ed.D.’18, an assistant professor at the Neag School of Education at the University of Connecticut HGSE Lecturer Zid Mancenido, Ph.D.’22 and Harvard Ph.D. In both higher- and lower-poverty settings, children who took part in summer programs that included mathematics activities experienced “significantly better mathematics achievement outcomes” compared to a control group, the analysis showed, as well as evidence of beneficial noncognitive outcomes. In a new analysis of more than 35 previous studies of summer programs in mathematics for children in grades pre-K–12, a team of researchers affiliated with the Harvard Graduate School of Education has documented compelling evidence of the effectiveness of these summer learning experiences.
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