LITCAMP EVALUATION OVERVIEW Scholastic Research & Validation partnered with RMC Research to conduct a third-party evaluation of LitCamp as it was being implemented in summer 2018 as part of the Schenectady City School District’s Summer Enrichment Program. The evaluation aimed to better understand how students’ reading knowledge and behaviors and attitudes toward reading changed after their participation in LitCamp, how teachers perceived LitCamp and its effects on students, and what LitCamp looked like in practice. See Exhibit 1 for statistically significant increases in students’ reading behaviors and social-emotional learning. The full findings from the evaluation can be found in the research report titled, “An Evaluation of Scholastic Presents LitCamp in Schenectady City School District, NY.”
RMC Research collaborated with site leaders at each of the four program sites to identify families interested in participating in a family interview. This case study highlights one of the interviewed family’s experiences with LitCamp and how LitCamp positively benefited the literacy behaviors, attitudes, and social-emotional competencies of their children at home. The family interview included two adults and two children: one Grade 5 student and one kindergarten student. Both children were first-time Summer Enrichment Program/LitCamp participants. LITCAMP IMPACTS LITERACY The family reflected on several ways in which they believed LitCamp was supporting and expanding their children’s reading behaviors, attitudes, and competencies. The older child articulated several ways she was learning and growing as a reader and as an individual because of LitCamp.
EXHIBIT 1. CHANGES IN STUDENTS’ READING BEHAVIORS & SEL
Parent-Observed Literacy Behaviors and Attitudes
94%
86%
The mother shared that her older child has always been a strong and enthusiastic reader, but since attending the Summer Enrichment Program, she noticed her speaking more about the books she read. The mother’s observations were further supported by the child’s own enthusiastic descriptions of the Community Lit: Camp Chats portion of LitCamp noting that “…after we read the book we would get together in groups, or they’d pair us, and then we would talk about it…and then they’d go around and ask every group what they talked about.” During this activity, students had the opportunity to share with their LitCamp classmates, connect to texts, and develop their speaking, critical-thinking, and social-emotional skills. This LitCamp practice extended beyond the camp day for the older child as she felt comfortable and confident in sharing her opinions with her family about the books read during camp, building on her existing strong literacy behaviors.
86% OF 3RD GRADERS had the courage to read books that might be hard to read after participating in LitCamp
94% OF 5TH GRADERS read different kinds of books after participating in LitCamp
Additionally, family interviews were conducted as part of the evaluation to examine the effects LitCamp had on a subsample of students and their families.
FAMILY INTERVIEW METHODS The district and researchers were interested in how the goals of sustaining students’ literacy skills and encouraging social-emotional learning over the summer extended beyond LitCamp and the Summer Enrichment Program and into the homes of students and their families.
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SCHOLASTIC RESEARCH & VALIDATION
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