Effects of a Voluntary Summer Reading Intervention on District Policy and Student Outcomes
James Kim

About the research


NAEd/Spencer Postdoctoral Fellowship

Award Year



Harvard University

Primary Discipline

Political Science
Numerous empirical studies indicate that minority and low-income children fall behind in reading during summer vacation, causing the achievement gap to widen in the elementary grades. To prevent summer reading losses among minority and low-income students, I collaborated with practitioners to develop, implement, and test a voluntary summer reading intervention for children in Grades 3 to 5. Although recent experimental studies revealed positive effects of the intervention on student reading outcomes, there are two limitations with this earlier work that I seek to address. For this project, I propose conducting analyses that would (1) estimate the cost-effectiveness of the voluntary summer reading intervention relative to a 6-week summer school program, and (2) examine how the variability in the treatment effect is related to differences in children’s reading skills, motivation, and home literacy activities.
About James Kim

Pin It on Pinterest