Relevant bibliographies by topics / Schools (Summer)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Schools (Summer)'

Author: Grafiati
Published: 28 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "Schools (Summer)"

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Jakob, Jasmin. "Unsere Summer Schools — ein Erfahrungsbericht der Summer School 2018 in Tübingen." NeuroTransmitter 29, S1 (October 2018): 48. http://dx.doi.org/10.1007/s15016-018-6529-z.

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Fletcher, Dr Iwan, Dr Adam Joiner, and Dr Anneke Muller. "Learning from psychiatry summer schools for school leavers." Morecambe Bay Medical Journal 8, no. 1 (August 1, 2018): 2–4. http://dx.doi.org/10.48037/mbmj.v8i1.39.

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Background: In the context of the ongoing recruitment crisis in psychiatry, we evaluated what aspects of a school leavers’ psychiatry summer school was beneficial, and what aspects could be improved. We also considered if the summer school influenced interest in a career in psychiatry. Method: Over a three-year period, we collected and analysed Likert-scale and free-text data from a questionnaire given to school leavers at the end of the summer school. Results: School leavers found listening to a patient’s journey to recovery, interaction with doctors at different stages of training, and help with application to medical school most valuable. Feedback about the summer school was generally very positive and of the 38 school leavers involved, 61% stated they would consider a career in psychiatry following attendance. Discussion: Providing a psychiatry summer school for school leavers is a worthwhile opportunity to expose aspiring doctors to psychiatry, potentially enhancing future recruitment. We offer guidance from our learning to those considering running a similar summer school in the future.
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Babu, Gutti Jogesh. "Penn State Summer Schools." Proceedings of the International Astronomical Union 15, S367 (December 2019): 413–14. http://dx.doi.org/10.1017/s174392132100003x.

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AbstractIntensive week-long Summer Schools in Statistics for Astronomers were initiated at Penn State in 2005 and have been continued annually. Due to their popularity and high demand, additional full summer schools have been organized in India, Brazil, Space Telescope Science Institute.The Summer Schools seek to give a broad exposure to fundamental concepts and a wide range of resulting methods across many fields of statistics. The Summer Schools in statistics and data analysis for young astronomers present concepts and methodologies with hands on tutorials using the data from astronomical surveys.
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Susanna, Möller. "Summer Science Schools Sweden." Gifted Child Today Magazine 11, no. 4 (July 1988): 46–47. http://dx.doi.org/10.1177/107621758801100422.

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Breiner, Bert, and Sigvard von Sicard. "CSIC international summer schools." Islam and Christian–Muslim Relations 3, no. 1 (June 1992): 117–21. http://dx.doi.org/10.1080/09596419208720975.

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Olszewski-Kubilius, Paula M., Leswin Laubscher, Valerie Wohl, and Barry Grant. "Issues and Factors Involved in Credit and Placement for Accelerated Summer Coursework." Journal of Secondary Gifted Education 8, no. 1 (November 1996): 5–15. http://dx.doi.org/10.1177/1932202x9600800102.

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This paper investigates the ways in which students' home schools currently respond to their participation in university summer programs and the effect of program accreditation on their responses. We also studied the factors that affect schools' policies toward summer coursework. Specifically, we compared the actions of schools for students who completed coursework in a fast paced, accelerated summer program in 1992, before accreditation by the North Central Association of Colleges and Schools, to those actions in 1994 after accreditation. Responses that were analyzed included: (a) giving course credit; (b) appropriate placement within the content area; and (c) placement in a special program. It was found that there was a significant increase from 1992 to 1994 in the number of students whose schools took one or more of these actions, mostly due to increases in the awarding of high school credit. An increase in credit given for required rather than elective courses and greater amounts of credit awarded were observed after accreditation. We also found that most schools do not have policies against awarding credit for outside coursework and that factors that facilitate credit include notice of the child's intent to take a summer course and petitions by parents for recognition of the course credit. The nature of the outside institution and the qualifications of the instructor were not important factors in school's decisions about awarding credit for summer coursework.
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SCHOTT, HOWARD. "EVENTS: Bate Collection summer schools." Early Music 14, no. 4 (November 1986): 620–21. http://dx.doi.org/10.1093/earlyj/14.4.620.

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Borman, Geoffrey D., James Benson, and Laura T. Overman. "Families, Schools, and Summer Learning." Elementary School Journal 106, no. 2 (November 2005): 131–50. http://dx.doi.org/10.1086/499195.

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Rafferty, Agnes. "Introduction: Celebrating BISFT Summer Schools." Feminist Theology 27, no. 3 (May 2019): 216–21. http://dx.doi.org/10.1177/0966735019827901.

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Ros, Rosa M. "Summer Schools for European Teachers." Transactions of the International Astronomical Union 24, no. 3 (2001): 166–67. http://dx.doi.org/10.1017/s0251107x00000663.

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The Summer Schools have been organised by the European Association for Astronomy Education (EAAE) for European teachers. The first was organised in La Seu d’Urgell, Spain, the second was organised in 1998 in Pregene, Italy and the third in 1999, during the week of the eclipse in Briey, Prance, on the line of total darkness. We had a cloudy eclipse, but fortunately we could observe it. The fourth one was held in July 2000 in Tavira, Portugal. About 50 participants are involved in each Summer School. In the last, participants came from 14 countries. The activities are organised in General Lectures, Working Groups and Workshops for reduced groups and day and night Observations. To increase communication, each Summer School has three official languages: the language of the host country, English and another well-known by the participants. The proceedings are published beforehand with all the contents to facilitate participation. Each paper appears in English and another language.
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Dissertations / Theses on the topic "Schools (Summer)"

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Arnold, Kari. "Summer School: Perceptions of Summer School Teachers in a Northeast Tennessee School District." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1122.

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The requirements of various educational reform movements such as No Child Left Behind and Race to the Top have left public education systems searching for ways to make sure students are reaching their highest potential. Because of the importance of accountability issues to school systems, it is important to examine ways to help students reach their potential. One tool school districts use to aid in improving student achievement is summer school. This qualitative study provides an overview of the history of summer school. Additionally, it offers a synopsis of various types of summer programs and populations often targeted by summer school. The researcher also offers a review of literature on student learning loss over the summer months. The purpose of this study was to examine the perceptions of pre-K through third grade summer school teachers’ about the summer program in which they taught. The study emphasis was on preparation for summer school, analysis of teacher effectiveness, evaluation of the program, and teacher attitudes toward students. The participants in this study were 10 summer school teachers from a school system in northeast Tennessee. The analysis of data collected in this study introduced several themes and common patterns. Participants expressed the importance of being able to see changes in students over the course of their time in school. The value of participating in a summer school program that is different from the regular school year was found to be important to the teachers. Emphasizing that flexibility in pedagogy and fun for the students was important in making summer school successful. Participants reported that small class size aided in their ability to help the students reach their potentials. Summer school teachers in the study were found to value not just the academic activities but also enrichment activities for students during the summer program. Participants also related antidotal stories and shared situations in which summer school was helpful for particular students. These responses illustrate the significance of seeking teachers’ perceptions of the work they are doing.
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Story, Irene Novick. "Pre-kindergarten summer school an intervention for kindergarten readiness /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1594483041&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Zwiefelhofer, Chantel. "An analysis of the effects of summer school programs." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008zwiefelhoferc.pdf.

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Casey, David Matthew. "Summer activities and social competence of adolescents from low-income families individual, family, and neighborhood factors /." Thesis, Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036163.

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Pulliam, Cristen C. "Parent satisfaction with Marshall University's Summer Enrichment Program Year three /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=665.

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Blinn, Lawrence H. "Developing an administrator's manual for high school summer programs." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/497.

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Linder, Cheryl A. "Informing policymakers of the value of summer school in the recoupment of reading skills /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136432.

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Thesis (D. Ed.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 98-109). Also available for download via the World Wide Web; free to University of Oregon users.
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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "In Brief, Summer 1999." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 1999. http://hdl.handle.net/10150/612218.

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Kreuger, Barbara. "Aftermath of a summer art institute : a case study." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30827.

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The purpose of this research was to examine the impact of a University summer institute, and to determine whether the participants felt it had changed their ways of teaching art, brought them greater success or encouraged them to share ideas about art education. This research also examined what factors are necessary for creating change for teachers and questioned whether a University institute would be able to provide enough of those factors to induce change. An investigation of the literature in the area of curriculum change revealed that teachers require a great deal of support and an extensive amount of time for change to occur. A University course such as the Institute cannot provide much support or time. Through questionnaires, interviews, and additional information provided through a recall session conducted with the participants of the institute, it was possible to determine that for the majority of participants there was a perception that their art classes had undergone change and achieved greater success. For some of the participants the Institute had also caused them to share more information about art education with colleagues. For some, this change was extensive and for others less so but this study indicates that a University institute can make a significant contribution to effecting change for teachers.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Opalinski, Gail B. "The effects of a middle school summer school program on the achievement of NCLB identified subgroups /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1196411681&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. An analysis of 2 studies of a summer school program in Anchorage, Alaska. The main study compared 8th grade students who attended summer school in 2003 with 8th grade students who did not attend; achievement was measured with the April 2003 CAT 6/Terra Nova examinations and the April 2004 Alaska Benchmarks examinations. The follow up study compared low socio-economic status (SES) 8th grade students who attended summer school in 2004 with low SES 8th grade students who did not attend; reading achievement was measured with the April 2004 CAT 6/Terra Nova reading examination and the fall 2004/05 Gates MacGinitie reading examination. Includes bibliographical references (leaves 124-132). Also available for download via the World Wide Web; free to University of Oregon users.
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Books on the topic "Schools (Summer)"

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Melodye, Rosales, ed. 38 weeks till summer vacation. New York: Puffin Books, 1991.

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ill, Rosales Melodye, ed. 38 weeks till summer vacation. New York, N.Y., U.S.A: Viking Kestrel, 1989.

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Kerby, Mona. 38 weeks till summer vacation. New York, N.Y., U.S.A: Scholastic, 1989.

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McKayhan, Monica. Indigo Summer. Toronto, Ontario: Kimani Press, 2007.

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Borman, Geoffrey D., and Matthew Boulay. Summer learning: Research, policies, and programs. Mahwah, N.J: L. Erlbaum Associates, 2004.

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Rosa, Domenica De. Summer school. Bath: Windsor/Paragon, 2009.

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Young, Raymond J. Recent changes in summer sessions of U.S. and Canadian colleges and universities. [Pullman]: Washington State University, 1985.

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(Firm), Peterson's, ed. Peterson's summer fun: Learning programs. Princeton, N.J: Peterson's, 1999.

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Zucker, Jonny. Summer trouble. Minneapolis: Stone Arch Books, 2007.

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Zucker, Jonny. Summer Trouble. Mankato: Stone Arch Books, 2006.

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Book chapters on the topic "Schools (Summer)"

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Berg-Schlosser, Dirk. "Methods and Summer Schools." In Politikwissenschaft als Beruf, 261–66. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-21557-6_18.

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Holm, Liv Aasa. "Summer Schools in Library Automation." In New Information Technologies and Libraries, 311–17. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-5452-6_38.

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Storz, Maximilian. "Forschungsaufenthalte. Summer Schools. Global- und Public-Health-Projekte." In Springer-Lehrbuch, 293–98. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-57657-1_11.

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Stupurienė, Gabrielė, Anita Juškevičienė, Tatjana Jevsikova, Valentina Dagienė, and Asta Meškauskienė. "Girls’ Summer School for Physical Computing: Methodology and Acceptance Issues." In Informatics in Schools. Rethinking Computing Education, 95–108. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-90228-5_8.

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Vaandrager, Lenneke, Anna Bonmatí-Tomàs, Arnd Hofmeister, Carlos Alvarez-Dardet, Paolo Contu, Maria Koelen, Gaby Ortiz-Barreda, et al. "Salutogenesis Post-Graduate Education: Experience From the European Perspective on the ETC-PHHP Health Promotion Summer Schools (1991–2020)." In The Handbook of Salutogenesis, 51–56. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79515-3_7.

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AbstractIn this chapter, the authors, representing The Netherlands, Spain, Germany, Italy, Norway, the United Kingdom and Poland, trace the development of higher education in salutogenesis in Europe, spanning 30 years. At this time, the annual summer schools of the European Training Consortium in Public Health and Health Promotion (ETC-PHHP) have trained more than 700 participants from 60 countries. Perhaps the most distinguished member of the summer school’s faculty – at least from the perspective of advancing salutogenesis as a theory for health promotion – is Aaron Antonovsky, who participated in the 1992 edition of the course in Gothenburg, Sweden.
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Anwar, Selam, Shirine Daghmouri, Carlie Duverglas, Hannah Erickson, Jeremy Friedman-Wellisch, Samantha Friedman-Wellisch, and Yasmina Keutsch. "Good Trouble Report." In Designing Democratic Schools and Learning Environments, 453–66. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-46297-9_39.

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AbstractSince its founding in the summer of 2020, Good Trouble, a student-run collective, has aimed to amplify the voices of Cambridge students to improve the experiences of students who come after us. In 2022, when Good Trouble hit a roadblock, we turned to our peers, asking them what issues they saw in school that never seemed to be addressed. This led to the creation of our teacher-student feedback cycles.
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Suzuki, Kan Hiroshi. "What Japan’s Education Has Lost and Gained After Almost Succeeding in Preventing the Spread of COVID-19 Infection and Guaranteeing Academic Achievement." In Schools and Society During the COVID-19 Pandemic, 85–111. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-42671-1_5.

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AbstractIn Japan, the first wave of the Covid19 pandemic began in the spring of 2020 and almost all schools were closed. Thereafter, vaccinations and infection prevention efforts progressed, and most schools did not close entirely after the second wave. Many schools shortened their summer vacations significantly and held classes, the MEXT distributed one information terminal to each elementary and junior high school student, and the MEXT opened the “Children’s Learning Support Website”. As a result, learning delays were almost recovered. On the other hand, the repeated waves of COVID-19, the prolonged wearing of masks, and the lack of normalization of relationships with friends had a significant negative impact on the mental health of junior and senior high school students. The silver lining of COVID-19 was the progress made in ICT in education, which had not been well spread.
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Frey, Birgit, and Flora Mehrabi. "Die interdisziplinären Summer Schools an der Ruhr-Universität Bochum." In Forschendes Lernen an Universitäten, 457–69. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-30828-5_42.

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Pašteka, Roman, Dennis Wilken, Tina Wunderlich, Erik Andrássy, Ema Nogová, Dominika Godová, Lenka Ondrášová, and Jozef Bódi. "Experiences from microgravity and GPR surveys for subsurface cavities detection – case studies from SW- and central Slovakia." In Advances in On- and Offshore Archaeological Prospection, 411–20. Kiel: Universitätsverlag Kiel | Kiel University Publishing, 2023. http://dx.doi.org/10.38072/978-3-928794-83-1/p42.

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Combination of microgravity and GPR method constrains each other and help to detect subsurface cavities in a very effective way. Several examples are presented, some of the data-set were acquired during common summer schools between Kiel University and Comenius University in Bratislava.
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Iwabuchi, Kazuaki, Kouki Hodama, Yutaka Onishi, Shota Miyazaki, Sae Nakae, and Kan Hiroshi Suzuki. "Covid-19 and Education on the Front Lines in Japan: What Caused Learning Disparities and How Did the Government and Schools Take Initiative?" In Primary and Secondary Education During Covid-19, 125–51. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_5.

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AbstractWhile the COVID-19 pandemic posed unprecedented challenges to the education system of Japan, the government and schools took necessary measures to combat the outbreak and ensure student learning continued. The temporary school closure, following the state of emergency, continued for 2 months, from April through May of 2020. Even after the declaration was lifted in May 2020, schools adopted the new-normal way of operations. By shortening the summer break and holding alternative classes, elementary, junior, and senior high schools, except for universities, returned to normal while the COVID-19 pandemic was settling down, and ended the semester regularly in December 2020. The temporary closure, however, led to a huge disparity in implementing online classes, depending on availability of personal laptops in schools. Many private schools, and a substantial number of public schools established by innovative local governments, such as Saga Prefecture and Shibuya Ward, were successful in transitioning to online learning. However, most public schools were unable to hold online courses due to the lack of facilities both in schools and at student households. Aware of the disparities, the government brought forward a policy initiative to distribute personal PCs to all elementary and junior high school students, and to supply high-speed IT networks to each school, with an expected completion of March 2021. In this chapter, we will explore various disparities in depth, particularly underlining the relationship between ICT environments in schools and the issue of school founders. Additionally, we provide an overview on how the government and schools coped with the crisis, capitalized on the policy initiatives, and utilized available resources. As a concluding remark, we aim to leave room for optimism by taking this pandemic as an opportunity to reconsider and reimagine education. Note: This chapter has nothing to do with operations of organizations that respective authors belong to, and the views expressed in this chapter do not represent organizations’, but are authors’ own.
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Conference papers on the topic "Schools (Summer)"

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Velarde, Manuel G., and Christo I. Christov. "FLUID PHYSICS." In Summer Schools. WORLD SCIENTIFIC, 1995. http://dx.doi.org/10.1142/9789812798831.

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Pan, Yu, Wei Zhang, and Haibo Dong. "Computational Modeling and Hydrodynamic Analysis of Fish Schools in Three-Dimensional Arrangements." In ASME 2022 Fluids Engineering Division Summer Meeting. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/fedsm2022-87690.

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Abstract In this work, numerical simulations are employed to study hydrodynamic interactions in trout-like three-dimensional (3D) fish bodies arranged in vertical and horizontal planes. The fish body is modeled on a juvenile rainbow trout (Oncorhynchus mykiss) and is imposed on a traveling wave to mimic trout swimming. Three typical minimal schools are studied, including the in-line, the side-by-side, and the vertical school. A sharp interface immersed-boundary-based incompressible Navier-Strokes flow solver is then used to quantitively simulate the resulting flow and hydrodynamic performance of the schools. The results show that the hydrodynamic efficiency of the leading fish in the in-line school increases by 5.28%, and the thrust production and efficiency of the side-by-side school are enhanced by 2.28% and 3.86%, respectively. Besides, the thrust production of the vertical school increases by 21.6%. The results suggest great potential in exploiting the hydrodynamic benefits in fish schools arranged in three-dimensional space.
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Skoric, Miroslav S. "Summer schools on the amateur radio computing." In the 12th annual SIGCSE conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1268784.1268916.

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Serrano García, María de los Ángeles, Manuel Díez-Minguito, Huib de Swart, Arnoldo Valle-Levinson, Miguel Angel Reyes-Merlo, Rafael Bergillos, and Alfonso Jiménez-Robles. "INTERNATIONAL SUMMER SCHOOLS: AN EFFECTIVE WAY OF LEARNING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1121.

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Farley, Art, Stuart Faulk, Virginia Lo, Andrzej Proskurowski, and Michal Young. "Intensive international Summer Schools in Global Distributed Software Development." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462361.

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Hidalgo-Bastida, Araida, Rod Cullen, Colin McAllister-Gibson, Maria Guadalupe Ramirez Sotelo, Francesca Boccafoschi, and Magda Giordano. "GLOBAL SUMMER SCHOOLS: DEVELOPING MULTICULTURAL COMPETENCIES STAYING AT HOME." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1166.

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"List of Summer Schools of Physics Held in the Carpathians." In EXOTIC NUCLEI AND NUCLEAR/PARTICLE ASTROPHYSICS (VI). PHYSICS WITH SMALL ACCELERATORS: Proceedings of Carpathian Summer School of Physics 2016 (CSSP16). Author(s), 2017. http://dx.doi.org/10.1063/1.4984845.

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Munteanu, Sonia Carmen, Angelica-Maria Capraru, and Sanda Paduretu. "SUMMER SCHOOLS FOR INTERNATIONAL STUDENTS: INTERCULTURAL SENSITIVITY AND LANGUAGE DEVELOPMENT." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.1449.

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Smirnova, Veronika, Yuliya Vasileva, and Anna Sardarian. "Development of studentsr leadership competencies: a case of summer schools." In 2nd International Conference on Social, Economic and Academic Leadership (ICSEAL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icseal-18.2018.37.

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Finch, Jenna. "Do Schools Promote Executive Functions? Differential Working Memory Growth Across the School Year and Summer Months." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1437585.

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Reports on the topic "Schools (Summer)"

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Sue Clark, Mieva Herbert, Paul Mantica. SUMMER SCHOOLS IN NUCLEAR CHEMISTRY. Office of Scientific and Technical Information (OSTI), December 2006. http://dx.doi.org/10.2172/932893.

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Silber, Herbert B. Summer Schools in Nuclear and Radiochemistry. Office of Scientific and Technical Information (OSTI), June 2013. http://dx.doi.org/10.2172/1124649.

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Francois, Marianne M. Theoretical Division Overview WebEx presentation to ISTI Summer Schools. Office of Scientific and Technical Information (OSTI), July 2020. http://dx.doi.org/10.2172/1637691.

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Mantica, Paul F. Support for the American Chemical Society's Summer Schools in Nuclear and Radiochemistry. Office of Scientific and Technical Information (OSTI), June 2013. http://dx.doi.org/10.2172/1084496.

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Baisden, P. A. Summer schools in nuclear chemistry. Final progress report, February 15, 1991--February 14, 1992. Office of Scientific and Technical Information (OSTI), January 1992. http://dx.doi.org/10.2172/10192662.

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Peterson, J. R. Summer schools in nuclear and radiochemistry. Final technical report, June 15, 1992--June 30, 1996. Office of Scientific and Technical Information (OSTI), December 1996. http://dx.doi.org/10.2172/631152.

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McGee, Steven, Lucia Dettori, and Andrew Rasmussen. Impact of the CPS Computer Science Graduation Policy on Student Access and Outcomes. The Learning Partnership, December 2022. http://dx.doi.org/10.51420/report.2022.4.

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The Chicago Public Schools (CPS) leads the nation in computer science education. Each year 14,000 Chicago Public Schools students graduate with at least one year of computer science. This is the result of a graduation requirement that CPS enacted in 2016. The foundational course that most students completed to fulfill the requirement is Exploring Computer Science (ECS). This evaluation of the impact of the graduation requirement was framed around the CAPE framework. To ensure that a district supports equal outcomes in computer science, they need to develop Capacity for schools to offer computer science, increase Access to computer science, ensure equal Participation, and then examine how computer science Experiences lead to equal outcomes. The analysis was conducted through a CME-funded summer fellowship program, which included advanced graduate students and early career researchers. They found the following results. The ECS professional development program supported a rapid expansion of school Capacity after the enactment of the graduation requirement. At the time the graduation requirement was enacted, roughly half of the schools did not offer any computer science and 2/3 did not have sufficient capacity to support computer science for all students. Larger schools with fewer low-income students and a strong college going climate were more likely to offer computer science just before the enactment of the graduation requirement. Access to computer science expanded significantly after the computer science graduation requirement. Participation in computer science significantly increased across all demographic groups after the graduation requirement. By the time the 2nd cohort graduated after the requirement, the demographics of students taking computer science matched the demographics of the district. Students’ Experiences with ECS led to equivalent course performance between students taking ECS before and after the enactment of the graduation requirement. The number of students pursuing computer science pathways in CPS doubled after the enactment of the graduation requirement.
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8

Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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9

McGillis, Wade R. 2003 SOLAS Summer School. Fort Belvoir, VA: Defense Technical Information Center, December 2003. http://dx.doi.org/10.21236/ada439763.

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10

Hsieh Ratliff, Gillian. Cyber Security Summer School. Office of Scientific and Technical Information (OSTI), November 2023. http://dx.doi.org/10.2172/2208757.

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