Low-income students entering 1st-6th grades in Boston and New York City are being randomly assigned to an experimental or control condition. Students in the experimental group will receive intensive math and reading instruction with activities designed to enhance academic self-concept and increase community involvement. Outcomes will be assessed at the end of the program for the first cohort and both before and after the program for the second cohort. Follow-up data will be collected for both cohorts.
Can an intensive summer learning program reverse the loss in academic achievement experienced by low-income students over the summer?