Family Sample RMC Research conducted semi-structured interviews with four families of children that attended the Summer Enrichment Program.
Student Outcome Findings Student Reading Knowledge
RMC Research used reading achievement data from district-administered student assessments to explore LitCamp students’ change in reading knowledge compared to a statistically similar matched group of students that did not participate in the Summer Enrichment Program.
Oral Reading Fluency Analyses of the AIMSweb ®12 Oral Reading Fluency subtest revealed promising trends 13 for LitCamp students warranting further exploration with a larger sample and students spanning the full range of achievement. Subgroup analyses revealed a positive trend for English Learner (EL) students such that EL LitCamp students experienced slightly greater gains on the AIMSweb Oral Reading Fluency subtest from spring to fall than EL students in the comparison group across Grades 1–5. Analyses suggest that LitCamp may be providing students with skills that support their academic performance on standardized tests, but most importantly, additional data gathered show the significant impact LitCamp is having on students’ attitudes and beliefs about themselves as readers. Data discussed below highlight how LitCamp supports students' social-emotional learning through texts in an engaging and encouraging environment. Student Behaviors and Attitudes RMC Research used student survey data to assess changes in students’ behaviors and attitudes toward reading and students’ social-emotional learning. Teacher surveys and focus groups offered information on teachers’ perceptions about students’ reading behaviors, attitudes toward reading, and social-emotional learning. Additionally, family interviews provided information on the influence of LitCamp on students’ reading behaviors at home. Students across all grades reported positively about their participation in LitCamp.
12 AIMSweb is a benchmark assessment that informs instruction to improve achievement. Benchmarks are established three times per year for all students, using grade-level assessment probes. Reports identify students at risk, help focus areas of individualized instruction, evaluate student progress, and serve as an accountability and communication tool for system improvement. For more information on the assessment, please visit https://www.AIMSweb.com/. 13 Trends are promising in the positive direction but are not statistically significant at the 95% confidence interval.
LITCAMP EVALUATION IN SCHENECTADY CITY SCHOOL DISTRICT 7
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