Author: Freya M. Mercer

Publisher:

Published: 2018

Total Pages: 129

ISBN-13:

Summer learning loss among elementary students, also known as summer slide, has been well-researched. A promising practice to combat summer slide is for schools to provide a summer learning program that is a combination of academic support and experiential learning. Just as whether or not to provide summer learning opportunities for elementary students at all is dependent on a variety of factors, the nature and scope of programs offered is also dependent on a number of factors, often determined by district or building-level educational leaders. The purpose of this study was to explore the beliefs and actions of educational leaders in Upstate New York regarding the development and implementation of elementary experiential summer learning programs in grades K-5, as well as the factors that influenced the development, program expectations, assessment, and outcomes. Data was collected by interviewing educational leaders who are responsible for the development and implementation of experiential summer learning programs at the elementary level. A qualitative design was used and data was collected from interviews with eight educational leaders in seven school districts in Upstate New York that offer experiential summer learning programs for elementary students. The data was analyzed to develop themes and findings to answer five research questions. Overall, findings indicated that there are some key factors that influenced the educational leaders to develop and implement experiential summer learning programs for elementary students in their districts. Additionally, there were a number of actions that educational leaders took to develop and implement experiential summer learning programs in their schools. Findings regarding expectations for experiential summer learning programs included providing enrichment and maintaining or growing literacy and numeracy skills. Additionally, there were three findings for how outcomes were assessed and three findings regarding results of experiential summer learning programs. Conclusions from this study indicate that educational leaders must be clearer about expectations for experiential summer learning programs, as well as assessment and analysis of data to improve programming and justify financial costs and time dedicated to summer learning programs for elementary students. Recommendations include sharing best practices at state, local, and national conferences, aligning expectations and assessment with best practices in summer learning, state and federal funding for summer learning programs, and future studies.