Les effets des programmes d’été de littératie : les théories d’opportunités d’apprentissage et les élèves 'non-traditionnels' dans les écoles Ontariennes Francophones. [The effects of summer literacy programs: learning opportunity theory and 'non-traditional' students in Ontario French language schools]
educational inequality, French literacy, summer learning
According to studies from the United States and English Canada, student achievement gaps grow over the summer months when children are not attending school, but summer literacy interventions can reduce those gaps. This paper presents data from a quasi-experiment conducted in eight Ontario French language school boards in 2010, 2011 and 2012 for 682 children in grades 1-3. Growth in literacy test scores between June and September are compared for 361 attendees of summer literacy programs and 321 control students. Summer program recruits initially had lower prior literacy scores and grades, and tended to hail from relatively disadvantaged social backgrounds. Yet, summer programs narrowed those pre-existing gaps. Effect sizes from a variety of regression and propensity score matching models ranged from .32 to .58, which is quite sizeable by the standards of elementary school interventions and summer programs. Effects were stronger among students whose parents reported not speaking French exclusively at home. Our paper considers learning opportunity theory in light of the “non-traditional” student in Ontario French language schools.
Davies, S., Aurini, J., Milne, E. & Jean-Pierre, J. (2015). “Les effets des programmes d’été de littératie: Les théories d’opportunités d’apprentissage et les élèves 'non-traditionnels' dans les écoles Ontariennes Francophones.” [The effects of summer literacy programs: Learning opportunity theory and “non-traditional” students in Ontario French language schools]. Canadian Journal of Sociology, 40(2), 189-222. Retrieved from https://ejournals.library.ualberta.ca/index.php/CJS/index
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