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For impact, outcomes for students who completed components are compared with those who did not participate, considering demographic differences and baseline achievement.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},587110,1792210539,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},549768702563,"https://ap-avatar.wpscdn.com/avatar/8000c4aa63b76e948b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786536092046926083","Evaluation Matters  \nVolume 24, Number 01 February 2025 Vanessa Gonzalez Hernandez, Ph.D., Director  \nSummer 305  \nExplore, Experience, and Excel, 2024 An Analysis of Participation and Impact  \n1. What is the purpose of this report?  \nThis report examines the implementation of Summer 305, an enhanced summer program which operated from June 24 through July 26 during the summer of 2024 at 103 sites in Miami-Dade County Public Schools (M-DCPS) . Twenty-two program offerings were provided to accelerate learning recovery, develop foundational skills, and address social and emotional needs. Enrolled students participated in a complement of programs that included supplemental reading instruction, course recovery (courses designed to facilitate promotion), and/or courses needed for graduation (School Leadership and Performance, 2024) .  \nThe sections that follow examine three elementary programs, Early Head Start, Smart Start Elementary Camps, and Tomorrow’s Leaders; four secondary programs; course recovery, Algebra 1 Remediation, Smart Start Teen Camps, and summer internships; three language camps; Newcomer Summer Language for Elementary, Middle, and Senior High; and the Extended School Year Services Program. Not included in this report is the state-mandated Summer Reading Camps for third grade retainees,1 which is addressed in a separate evaluation.  \n2. Which populations are targeted in this report?  \nThe population of students included in the evaluation of Summer 305 comprised students in prekindergarten through grade 12 who registered for each component, entered within the first two days of the summer reporting cycle, and remained enrolled in the respective component for the duration of the summer term.  \n3. How were the data for this report collected and analyzed?  \nParticipation and attendance data, which were obtained from the student course registration data file and the attendance history master file, were examined through descriptive statistics. The results for course recovery were limited to descriptive statistics. The impact of each component with a defined comparison group was then analyzed by comparing the outcomes for students who completed the component with those who did not participate, while considering the influence of demographic differences and baseline achievement. The evaluation of the Smart Start Elementary, Newcomer Summer Language Camp, Tomorrow’s Leaders, and Teen Camps programs also included attitudinal components whereby implementing teachers’ perceptions were gauged through online surveys and analyzed through descriptive statistics.  \n1 Gonzalez Hernandez, V. (2024) . Third Grade Summer Reading Camps, 2024 Evaluation. Miami, FL: Miami-Dade County Public Schools.  \n4. What are the outcomes of the elementary-level components?  \nThe following sections will examine the outcomes for the Early Head Start and Smart Start Elementary components.  \nEarly Head Start  \nEarly Head Start services were offered to currently enrolled children, two months to 3-years-old, in federally funded programs provided in collaboration with Miami-Dade County. These programs provided an opportunity for the students to continue to receive ongoing developmentally appropriate instruction and social services during the summer months. The component operated daily from June 6 to July 26, 2024.  \n• One hundred forty Prekindergarten students registered for the component, which was completed by all students with an average attendance rate of 95.5% .  \nSmart Start Elementary  \nThis component provided customized instruction and supported practice in English Language Arts (ELA); Mathematics; and Science, Technology, Engineering, Arts, and Mathematics (STEAM) concepts to students in grades 1, 2, 4, and 5. All students in these grades were eligible for services; however, priority was given to struggling students in either ELA or mathematics, based on i-Ready scores within Tier 2/3 during Assessment Period (AP) 2 administered in grades 1, 2, 4, an","cbCain1HRnI1cmtZ","https://ap.wps.com/l/cbCain1HRnI1cmtZ","pdf",640519,22,"English","# What is the purpose of this report?\n## Which populations are targeted in this report?\n## How were the data for this report collected and analyzed?\n## What are the outcomes of the elementary-level components?\n## Early Head Start\n## Smart Start Elementary","[{\"question\":\"What is the purpose of the Summer 305 evaluation report?\",\"answer\":\"The report examines how Summer 305 was implemented and its role in learning recovery, foundational skill development, and social-emotional needs during summer 2024.\"},{\"question\":\"Which student populations are targeted in the evaluation?\",\"answer\":\"The evaluation includes students from prekindergarten through grade 12 who registered for program components within the first two days of the summer reporting cycle and stayed enrolled for the duration of the term.\"},{\"question\":\"How are participation, attendance, and impact analyzed?\",\"answer\":\"Participation and attendance use descriptive statistics based on student registration and attendance history files. For impact, outcomes for students who completed components are compared with those who did not participate, considering demographic differences and baseline achievement.\"}]","Evaluation Matters - Volume 24 - Number 1 - February 2025 | PDF",1792060740,55]