LES EFFETS DES PROGRAMMES D'ETE DE LITTERATIE: LES THEORIES SUR LES OPPORTUNITES D'APPRENTISSAGE ET LES ELEVES << NON TRADITIONNELS >> DANS LES ECOLES DE LANGUE FRANCAISE EN ONTARIO
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 lan...
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Published in | Canadian journal of sociology Vol. 40; no. 2; pp. 189 - 222 |
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Main Authors | , , , |
Format | Journal Article |
Language | English |
Published |
Canadian Journal of Sociology
22.03.2015
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Subjects | |
Online Access | Get full text |
ISSN | 0318-6431 |
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Abstract | 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. |
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AbstractList | 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. Keywords: educational inequality, French literacy, summer learning Selon des etudes americaines et realisees au Canada anglais, les ecarts au chapitre du rendement scolaire se creusent durant la periode des vacances estivales lorsque les eleves ne frequentent pas l'ecole. Neanmoins, les interventions scolaires en litteratie peuvent reduire ces ecarts. Le present article presente les resultats d'une etude quasi-experimentale, effectuee dans huit conseils scolaires de district de langue francaise en Ontario, aupres de 682 eleves de la premiere a la troisieme annee en 2010, 2011 et 2012. Nous avons compare la progression des resultats des tests en lecture de 361 participants aux programmes d'apprentissage pendant l'ete a ceux des 321 eleves du groupe temoin entre juin et septembre. Les participants au programme d'apprentissage pendant l'ete avaient au depart des resultats en lecture et resultats scolaires plus faibles, et provenaient majoritairement de milieux socio-economiques defavorises. Neanmoins, les programmes d'apprentissage pendant l'ete ont reduit les ecarts preexistants entre les deux groupes. L'ampleur de l'effet d'une variete de modeles d'analyses de regression multivariees et de modeles d'appariement des coefficients de propension ont varie de 0,32 a 0,58. Ces resultats representent un effet considerable dans le contexte de l'education au niveau primaire et des etudes sur les programmes d'apprentissage pendant l'ete. Les effets sont plus importants pour les eleves dont les parents ne parlent pas exclusivement le francais a la maison. Notre article applique la theorie sur les opportunites d'apprentissage au contexte des eleves dits << non traditionnels >> dans les ecoles de langue francaise en Ontario. Mots cles: l'inegalite scolaire, l'alphabetisation en francais, l'apprentissage d'ete 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. |
Audience | Academic |
Author | Milne, Emily Aurini, Janice Jean-Pierre, Johanne Davies, Scott |
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Title | LES EFFETS DES PROGRAMMES D'ETE DE LITTERATIE: LES THEORIES SUR LES OPPORTUNITES D'APPRENTISSAGE ET LES ELEVES << NON TRADITIONNELS >> DANS LES ECOLES DE LANGUE FRANCAISE EN ONTARIO |
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