Study: Students in summer reading program show little growth

A summer reading program for struggling Iowa third-graders did not improve students' reading skills, according to a study released Thursday, prompting questions about how summer programs are designed.

Despite not helping students reach grade-level proficiency, the Iowa Reading Research Center study did find that summer school staves off learning loss, helping struggling readers maintain rather than slip further behind.

"You can't pin all your hopes on summer," said Deborah Reed, director of the center. "Even in the best designed programs, summer is still shorter than the regular academic year."

As Iowa nears implementation of a controversial third-grade retention law in the spring 2018, officials are studying how best to structure intensive summer reading programs.

The law requires that students who are behind in reading by the end of third grade be given a choice — repeat the grade or attend summer school. It could affect an estimated 9,000 Iowa third-graders, or about 25 percent of third-graders statewide.

But with an estimated cost of between $9.3 million to $13.8 million, questions remain about how it will be funded.

In November, the Iowa Department of Education did not request funds specific to the summer reading program, prompting questions about whether it could be delayed again.

Lawmakers have already pushed it back once for lack of state funding. Instead, Gov. Branstad raised $1.3 million to conduct the $1.9 million study. The Iowa Department of Education and Iowa Board of Regents also contributed.

The governor's office will evaluate program funding based on the December revenue estimates, said spokesman Ben Hammes.

"We are pleased to see the results of the study in preventing learning loss, and understand there is more work to be done," he said.

The IRRC study recruited 15-student classes in 44 school districts and community programs, unearthing challenges Iowa could face as districts roll out intensive summer programs across the state.

That includes a lack of highly qualified teachers, which is required by the state. One rural school withdrew from the study because it could not secure teachers for its two classes, according to a report.

In addition, seven districts relied on recent college graduates, long-term substitutes or teachers who hadn't been in the classroom in a decade.

There were similar challenges in finding qualified literacy coaches, with certain Area Education Agencies not able to provide coaches with reading endorsements or literacy certifications. In addition, one coach did not participate because of a "philosophical difference," Reed said.

The IRRC negotiated to have two coaches "cross AEA boundaries" to meet district needs.

Student attendance was also a challenge. Only 49 percent of students invited to participate actually did. During the pilot program, which was voluntary, student participation dropped 21 percent.

The study looked at three kinds of reading programs, but found little difference in results.

While no formal recommendations were made, one suggestion was to start summer programs at the end of kindergarten instead of waiting until the end of third grade.

Other research has found more success when programs are spread out over time, allowing children to absorb what they're learning, Reed said.

"We need to think carefully in terms of the design," Reed said.

Retention 

Students in second grade will be the first to experience Iowa's third-grade retention law, which will not take effect until spring 2018. It requires students below grade level in reading to either repeat third grade or attend a summer reading program.

There is no requirement to pass summer school, although students are required to attend 85 percent of the time to progress to fourth grade. The program must provide at least 70 hours of intensive instruction.

Retention exemptions include: 

• Learning English: Students who are in their first two years of instruction to learn English
• Special education: Students who take an alternative assessment because of a disability —  an estimated 1 percent of the student population  
• Another exam: Students who demonstrate that they are at grade level on another test the district uses 
• Portfolio of work: Teachers may submit a portfolio of work to demonstrate a student is reading at grade level. 
• Already held back: If students were retained before, and if they've had at least two years of reading interventions, they may be promoted to fourth grade. This includes students who were retained in kindergarten or other grades.