WHAT ARE THE DIFFERENT TYPES OF SUMMER PROGRAMS?

Summer school offerings vary widely, with targeted goals ranging from recreation to remediation to enrichment. Prevention of delinquent behavior—an explicit goal of the earliest summer programs organized nearly a century ago—remains "among summer school's latent, if not overt, functions" (Cooper, 2001, p. 3). Some summer programs target certain student populations, such as children from migrant families or English language learners.

The flavor of summer programs also varies widely. Some programs focus on addressing risks by solving or preventing problems, such as reducing dropout rates or eliminating social promotion. Others focus more on resiliency, building students' self-esteem and enhancing their attitude toward learning through enrichment activities, mentoring, supportive relationships, and leadership training (Denoya, 1998). Many programs, of course, have multiple purposes and goals.

Following are descriptions of some of the main types of summer programs.

Academic Programs

Academic summer school programs are currently in use by local districts to meet at least four specific learning goals (Cooper et al., 2000):

• To help students meet minimum competency requirements for graduation or grade-level promotion, such as the Summer Bridge program offered by Chicago Public Schools
• To allow high school students who have failed a course during the regular year a chance to retake the course
• To ensure that students with disabilities receive ongoing learning opportunities
• To offer educational programs for disadvantaged youth

The flexibility of summer programming also meets the academic needs of those students who are on an accelerated path toward graduation or who carry a heavy load of extracurricular activities during the regular school year (Cooper, 2001).

Two programs profiled in this booklet that have specific academic learning goals are the Mat-Su summer program emphasizing mathematics, and the Portland Public Schools CIM Summer Academy, which helps students meet grade-level standards.

Enrichment Programs

In addition, summer offers the opportunity for students to pursue specialized interests or to take learning deeper than is possible during the traditional school year. Enrichment programs are often conducted on college campuses or offered in the local community by science museums, art museums, performing arts organizations, and other groups. Some enrichment programs are designed to appeal to particular populations, such as students of color or girls, who are traditionally underrepresented in technical or scientific fields. Many such programs provide scholarships or financial assistance based on family need.

Enrichment programs provide opportunities for students to engage in activities that may not be available during the regular school year because of funding limitations. Such programs often focus on music, visual arts, performing arts, and sports and recreation.

The National Association for Gifted Children, in a guide for parents, recommends that summer enrichment programs provide a setting in which exploration and risk taking are encouraged, and where children receive support and encouragement as they try new activities and skills (Callahan, 1997).

Programs To Serve Special Populations

Some school districts support summer programs by combining funds that are earmarked to serve specific student populations, such as migrant students, English language learners, or students from high-poverty Title I schools. Programs also are available in some communities to keep young people engaged in positive activities and away from gang involvement or exposure to other risky behaviors. For example, Camp W.A.T.E.R., profiled in this booklet, focuses on science and cultural enrichment geared toward Alaska Native students.

21st Century Community Learning Centers

Programs funded by 21st Century Community Learning Center grants involve collaboration between schools and community-based organizations and agencies with a long history of providing programs for young people. The resulting partnerships typically offer a combination of programming to contribute to students' academic, social, and emotional development. This holistic approach focuses on the needs of the whole child through such approaches as experiential learning, individualized instruction, mentoring, and development of positive social skills. In general, such programs focus on providing positive activities for youth in a safe and secure environment. Mary Walker and Inchelium schools are two 21st CCLC grant-funded programs profiled in this booklet. They focus on students in rural communities, and Inchelium serves predominantly Native American students.