Ensuring Equity: Ontario's Summer Learning Program

• In Event: Summer Learning Makes a Difference!

Abstract

1. As part of the renewed vision for education in Ontario, the Ministry is committed to achieving excellence, ensuring equity, promoting well-being, and enhancing public confidence (Ontario Ministry of Education, 2014). The Ontario Summer Learning Program is a three week intervention program targeted towards ensuring equity for students in primary grades. The program is intended to reduce summer learning loss and improve literacy and numeracy skills through a mix of high quality instruction and recreational programming for vulnerable students who face academic and socio-economic challenges in learning. This paper provides a system level overview of the organizational framework for the Ontario Summer Learning Program, its contributions to increasing student achievement, and its evolution over time.


2. Using metrics that convert reading scores to grade-month equivalents, researchers estimate that children who face socio-economic challenges can lose more than two months of reading achievement during the summer, while their more affluent counterparts may gain skills. These students then tend to learn at a slower pace than their peers during the school year leading to growing and persistent achievement gaps(Alexander et al., 2007; Davies and Guppy, 2010; Stanovich, 1986) While mixed, existing evidence indicates value in implementing targeted early intervention programs (May et al., 2015, Shanahan & Barr, 1995).

3. Mixed method design is used and includes statistical analyses of demographic and achievement data, document analyses and coding of interview and observational data. Growth and change is analyzed using paired samples T-tests and ANOVAs.

4. The program was piloted in 2010 and has expanded from solely literacy-focused instruction to include numeracy-focused, and aboriginal culture-focused programs. Participation has expanded from 28 school boards serving 1200 (K-3) students, to over 13,500 students in 70 school boards (K-5) now participating in 2015. Students complete pre- and post-program assessments using STAR, computer adaptive software in reading, mathematics, and/or early learning. Data is collected through three means. A Ministry of Education research team collects and analyzes demographic and achievement data for all students participating in the program. Council of Ontario Directors of Education (CODE) receives, analyzes, and summarizes qualitative data including: school board plans, and site visit observations. University research partners lead two longitudinal research studies in a subset of English and French-language school boards.

5. Analysis of student assessment data from the summer of 2014 indicates not only a reduction in learning loss but evidence of gains. For example, students in literacy/numeracy-blended program classes made average gains in reading of 5 weeks and average gains in mathematics of 7 weeks in instructional time. Site visit observations reveal increased student and parent engagement in learning, teacher professional collaboration and learning. Awareness of aboriginal histories, cultures, and perspectives has also increased.

6. Findings from our research can contribute to the international body of knowledge around identifying educational interventions that ensure equitable access to rich learning experiences and inspire students to reach their full potential. A growing body of evidence from this program suggests that an intensive, high quality program of fairly short duration can make a difference in student learning outcomes.

References
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Authors

• Donna Randall, Ontario Ministry of Education

• Judi Kokis, Ontario Ministry of Education