Getting to Work on Summer Learning: Recommended Practices for Success

by Catherine H. Augustine

RAND is conducting a longitudinal study that evaluates the effectiveness of voluntary summer learning programs in reducing summer learning loss, which contributes substantially to the achievement gap between low- and higher-income students. Based on evaluations of programs in six school districts, this second report in a series provides research-based advice for school district leaders as they create and strengthen summer programs.

Unknown Binding

First published August 30, 2013

About the author

Catherine Augustine is director of the RAND Pittsburgh Office and a senior researcher at RAND, with more than 20 years of experience conducting education research. Augustine focuses on improving academic, social, and emotional outcomes for students, specializing in out-of-school time. She both evaluates implementation of reforms and assesses their impact. For example, she is leading a national study on social and emotional learning in six urban communities. She is also examining academic outcomes of the community school model in a large, urban district. Augustine recently conducted a 9-year study of summer learning programs and a systematic evidence review on summer programs based on the evidence tiers specified in the Every Student Succeeds Act (ESSA), adding to the knowledge base of what works in summer programming. A recently-completed RCT examined the use of restorative practices in 44 schools in an urban district adding to our knowledge of SEL interventions.
Augustine is on the boards of The World Affairs Council, The Will Allen Foundation, The Mentoring Partnership, and Eradicate Hate and is committed to mentoring and other pro-social opportunities to local youth in Pittsburgh. She earned her Ph.D. and M.A. in education from the University of Michigan.