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Abstract
Mixed-method evaluation of two iterations of month-long summer enrichment programs for English-learning secondary students investigated impacts on participants’ beliefs about school and academic achievement, and on actual course choices, test outcomes, and graduation rates. Students (N = 85) from one ethnically diverse, high-poverty high school in a large school district in Georgia took part in science and academic English-themed summer enrichment programs in 2006 and 2008. Questionnaires, interviews, and transcript analysis demonstrated that after taking part, students aspired to attend college, were aware of the steps necessary, and took steps such as tracking themselves into more advanced courses. Participants also were able to create and sustain peer support groups in their school, fostering a culture of academic achievement. Findings suggest that even such short-term programs can positively influence students’ attitudes, aspirations, and actual behaviors supporting academic achievement, graduation, and postsecondary education, lending promise to goals of ameliorating the academic achievement gap.
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