Summer Reading Loss and Summer Reading Program

by
Lay B. Boal
ID # A00152981
Lay.boal@waldenu.edu

Richard W. Riley College of Education and Leadership

Program: PhD in Education
Specialization: Special Education

EDUC 8115 1 Assessment and Accountability in Education

Professor Flohr
john.flohr@waldenu.edu

Walden University
March 13, 2016

Table of Contents
Section 1. Program Evaluation: Purpose, Needs, Concerns, and Driving Factors..........................
A. Introduction: Brief Summary of Social Change Project........................................................
B. Why Test, Evaluate, and/or Assess? The Purpose of the Evaluation....................................
C. Determining and Prioritizing Needs.......................................................................................
D. Cultural and Ethical Concerns................................................................................................
E. Driving Factors and Stakeholders...........................................................................................
References........................................................................................................................................

Section 1. Program Evaluation: Purpose, Needs, Concerns, and Driving Factors

Although students and teachers look forward to being off school during the
summer break, much have been researched and discussed about the occurrence of
summer reading loss among students who struggle in school. It has been reported that
students from low-socioeconomic families experience summer learning loss during the
summer (Kim & White, 2011). Summer reading loss, whilst it occurs continuously, it
contributes to a growing reading gap among struggling students. Kim and White (2011)
explained that the reading gap between students from low-socioeconomic and highsocioeconomic families widen every summer. The purpose of this project is to
implement a district wide special summer reading program for target students at
respective school level, with participation from administrators, teachers, students, and
parents.
The objective of this project is to minimize regression of academic skills,
particularly in reading, among special education students who are struggling during the
long lapse of academic instructions during the summer break. By minimizing regression,
these students would experience a smoother transition to the next grade instead of relearning loss skills. Collateral benefit for these students include greater self-esteem and
confidence among their peers, and reduction of challenging behaviors and disciplinary
issues in the classroom.
A: Introduction: Brief Summary of Social Change Project
Regression of reading skills is an issue with special education students who are
struggling, when there is a lapse of schooling during the summer break. Research has
shown that struggling students lose ground over the summer and these losses are

cumulative (Kim & White, 2011). The district wide special summer reading program is
introduced to the community of ABC Independent School District (ABCISD) (a
pseudonym).
The micro analysis of the proposal indicates that the special summer programs for
the target students at respective school level are implemented with participation from
administrators, teachers, students and parents. Students in this program will benefit from
smoother transition to the next grade level, and utilizing time to learn new skills rather
than re-learning lost skills. Results from state standardized testing can be improved at
school level.
The macro analysis demonstrates that the special summer programs which are
implemented at secondary level would facilitate smoother transition to middle school and
high school, while maintaining ABCISDs mission of educating its students to achieve
their highest standards in performance, and vision of focusing on the education of the
whole child.
The mega analysis of the proposal presents that smooth transitions between grade
levels would benefit the community of ABCISD and the nation by developing responsible
citizens, preparing them for higher education and workforce, and cultivating the 21st
century global society.
B. Why Test, Evaluate, and/or Assess? The Purpose of the Evaluation
The purpose of the program evaluation for my social change project is to identify
the positive effect of the summer reading program with student achievement and reading
level. Evaluation is important to ensure that the project delivers results which leads to
important decision making (Kaufman, Guerra, & Platt, 2006). Kim and White (2011)

discussed proposed solutions for solving the problem of summer reading loss and
recommended an alternative approach that works and cost effective. The data from the
program evaluation for my social change project would reveal if the solution adopted
reduce or eliminate summer reading loss.
C. Determining and Prioritizing Needs
Currently, disability and socio-economic factors presents a need for such
implementation of the summer reading program. The need is for students to be able to
maintain their reading skills during the summer break, and facilitate a smooth transition
to the next grade level when the next school year begins. There is a need to prevent
students from falling behind during the vacation period. It is important to determine what
support best practices which results in better student performance.
D. Cultural and Ethical Concerns
Majority of the research reviewed recognized that the primary cause of summer
reading loss are based on socioeconomic factors such as the inability to have access to
reading materials. Students who do not have access to books would be disadvantaged in
the summer. Normally students are required to return their library books before they
leave for summer break and they may not have access to local public libraries during the
summer as their parents are not available to take them there.
Struggling students who are students with reading disabilities may have a
different dilemma where they are unmotivated to read because they do not understand
what they read or the text is too difficult for them. These students also lack the support in
helping them with choosing the suitable book or understanding the text they read.

E. Driving Factors and Stakeholders

The shift to increase student achievement and reduce regression by raising
lifelong learner presents the ultimate outcome of a successful 21st century global society.
The success of this program encourage students to pursue higher academic achievements
without the frustration of falling behind in their academics.
The key stakeholders and decision makers who need to be involved in this change
are:

The Board of Trustee of ABCISD.

The Superintendent of ABCISD.
Director of Special Education Department of ABCISD.
The Principals of the elementary schools and the middle schools of

ABCISD.
Teachers and instructional aides.
Parents of the special education students who are required to participate in

state standardized testing.

Special education students who are required to participate in state

standardized testing.
The key community members outside of ABCISD that need to be involved in this
change are:

Texas Education Authority

Education Foundation (a pseudonym) Grant Organization

It is anticipated that there may be resistance to change, which would come from
the students and teachers, as it means they are working during the summer break. Parents
would likely to embrace the change as it provides additional services to their children.

References
Kaufman, R., Guerra, I, & Platt, W.A. (2008). Practical evaluation for educators:
Finding what works and what doesnt. Thousand Oaks, CA:Corwin Press.
Kim, J.S., & White, T.G. (2011). Solving the problem of summer reading loss. Phi Delta
Kappan, 92(7), 64-67.

Maximum
of 20
Points

EDUC 8115 Program Evaluation Project

MODULE 1
Assignment Standards
You included a well-written paper that demonstrates critical thinking and
analysis in light of the questions. Paper is between 6-9 pages long. Effectively
uses Program Evaluation Project outline.

Comments:
Paper
Section 1. Program Evaluation Project: Purpose, Needs, Concerns, and
Driving Factors

15

Preliminary Table of Contents

Introductory Summary of Social Change Project
Why Test, Evaluate, and/or Assess? The Purpose of the Evaluation
Determining and Prioritizing Needs
Cultural and Ethical Concerns
Driving Factors and Stakeholders
References
Comments:

Writing Style and APA 6th

Your paragraphs displayed proper grammar, sentence structure, and spelling.
Cover page and headings were used effectively. Scholarly tone, including
appropriate use of first person, is evident.

Comments:
You included in-text citations for any ideas you included from your texts,
References for the citations were provided using APA 6th formatting. Paper
was submitted to Turnitin.

Comments:
TOTAL

20 pts.