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1. Summer School as a Learning Loss Recovery Strategy after COVID-19: Evidence from Summer 2022. Working Paper No. 291-0823

Author

National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), Callen, Ian, Carbonari, Maria V., DeArmond, Michael, Dewey, Daniel, Dizon-Ross, Elise, Goldhaber, Dan, Isaacs, Jazmin, Kane, Thomas J., Kuhfeld, Megan, McDonald, Anna, McEachin, Andrew, Morton, Emily, Muroga, Atsuko, and Staiger, Douglas O.

Abstract

To make up for pandemic-related learning losses, many U.S. public school districts have increased enrollment in their summer school programs. We assess summer school as a strategy for COVID-19 learning recovery by tracking the academic progress of students who attended summer school in 2022 across eight districts serving 400,000 students. Based on students' spring to fall progress, we find a positive impact for summer school on math test achievement (0.03 standard deviation, SD), but not on reading tests. These effects are predominantly driven by students in upper elementary grades. To put the results into perspective, if we assume that these districts have losses similar to those present at the end of the 2022-23 school year (i.e., approximately -0.2 SD), we estimate summer programming closed approximately 2% to 3% of the districts' total learning losses in math, but none in reading. [This research received funding from Kenneth C. Griffin.]

Published
2023

2. Putting the "A" in AP: The effect of advanced placement state policies on student participation and performance.

Author

Callen, Ian and Stoddard, Christiana

Subjects
*HIGH school students, *COLLEGE credits, *HIGH school curriculum, *HIGH school graduates, *UPPER level courses (Education), *ADVANCED placement programs (Education)
Abstract

Advanced courses prepare high school students for college material and the associated exams provide a low cost way to earn college credit. The College Board's Advanced Placement (AP) program is the most common in the United States, with about 40 percent of graduating seniors taking at least one AP exam in recent years. However, these opportunities are not equal across high school students due to variation in school offerings and potentially limiting exam fees. We examine the effects of two state-level policies designed to provide greater access to this program: the first mandates a minimum number of AP courses to be offered in each high school and the second waives exam fees for all students for at least one exam. Our event study and two-way fixed effect estimates suggest that mandating the provision of AP courses raises the percent of high school graduates taking AP exams by 4 to 5 percentage points, while exam fee waivers increase participation by about 1.5 percentage points. At the same time, pass rates fell after implementation of the two policies, indicating that marginal exam takers are less proficient on the exams. We find both policies have minimal effects on the percent of graduates who passed at least one AP exam or on the number of passing exams per high school student. [ABSTRACT FROM AUTHOR]

Published
2024
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3. Wish you were here?

Author

Callen, Ian

Subjects
ATTITUDE (Psychology), PEOPLE with intellectual disabilities, TRANSPORTATION, TRAVEL, VACATIONS, ACCESSIBLE design of public spaces, DISABILITIES
Abstract

The article reports on challenges which many people with learning disabilities face when attempting to decide about planning a vacation. A discussion of 2007 research which was conducted by the Manchester Learning Disability Partnership, The University of Manchester and the organization Bury People First, and which investigated why disabled people go on fewer vacations than non-disabled people, is presented. Travel services for people with disabilities are discussed.

Published
2011

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