Pursuing summer learning opportunities on a college campus can be a great way for high school students to become exposed to college life, learn about potential majors and careers, and overcome the summer learning loss known to influence long-term achievement and attainment among low-SES youth, in particular. We will discuss summer learning generally, look in-depth at several programs, and consider how representatives of high schools, college admissions offices, community-based organizations, and summer programs can connect and collaborate to better serve their constituents and institutions.

1. 2012 IACAC Annual Conference:
Pathways to Summer Learning
for College Access and Success
Marya Spont, Illinois Institute of Technology
Amanda Parada-Villatoro, DePaul University
Christine Grenier, Elmhurst College
Jill Levine, Right Angle-A Noble Network Program
Mikki Brown, Project Exploration

2. Overview
Marya Spont
Illinois Institute of Technology

3. Pic of summer school
What does summer look like?

4. …it can also look like…

5. Why are you here? We guess you may…
• Serve students/families interested in summer programs
• Have principals or department heads promoting them
• Work for a summer program
• Wish to grow enrollment, quality, or preparedness of
college applicants
• Believe in the importance of college access
• Wish to develop partnerships or learn about models
• Be curious
• Want to network!

6. Challenges
• Finding summer learning programs
There is no US News & World Report!
• Determining the right program
• Money and other resources
• Awareness of research/ advocacy
• Communication and timing
• Making the right connections

7. Today we will:
• Discuss the value (and stakes) of summer
learning programs
• Learn about programs and partnerships
• Amanda Parada-Villatoro, DePaul University
• Christine Grenier, Elmhurst College Admissions
• Jill Levine, Right Angle-A Noble Network Program
• Mikki Brown, Project Exploration
• Consider opportunities for collaboration

8. Why summer learning?

9. Summer learning programs
(vs. summer camps)
• Are intentional about building skills, knowledge, attitudes and behaviors
that promote academic achievement and healthy development
• Offer organized activities designed to meet a specific need or offer
youth the opportunity to achieve a specific goal
• In areas with high rates of poverty, summer learning programs exist to
narrow the achievement gap and increase rates of high school
graduation, college entrance, and college completion among low-
income and minority youth
– Summer learning: Moving from the periphery to the core. (2009, June). The Process
of Education Reform, 10(3), Retrieved from
www.ecs.org/clearinghouse/80/99/8099.pdf

10. http://www.youtube.com/watch?v=Ahhj3wxxkdM

11. Summer learning loss
& educational attainment
• “summer slide” discovered in 1906
– White, W. (1906). Reviews before and after
vacation. American Education, 186-188.
• Most students lose about two months of
grade level equivalency in mathematical
computation skills over the summer
months. Low-income students also lose Video from previous slide:
more than two months in reading www.youtube.com /watch?v=Ahhj3wxxkdM
achievement, despite the fact that their Graphic above fromVon Drehle, D. (2010).
The case against summer vacation. Time
middle-class peers make slight gains. Magazine, August 2, 36-42.
– Cooper, H., Nye, B., Charlton, K., Lindsay, J., &
Greathouse, S. (1996). The effects of summer Data supporting both comes from Alexander
vacation on achievement test scores: A narrative K., Entwisle, D., and Olson, L. (2007).
Lasting consequences of the summer
and meta-analytic review. Review of Educational
learning gap. American Sociological
Research, 66 (3), 227-268. Review. 72 (2), 167-180.

12. Gaps or challenges facing students
• Real
– Having appropriate academic preparation, access to
necessary resources (e.g., financial)
• Experiential
– Having a sense of their own aptitude/interests
• Perceptual
– Seeing selves in college or a career (stereotype threat)

13. Impact:
Summer learning programs can help students
• Make academic gains and stave off “loss”
• Gain exposure to positive academic role
models (peer, near-peer, faculty/staff) and
develop a “sense of belonging”
– Johns Hopkins University Center for Talented Youth.
(2007, July). What we know about academically talented
students: A sample of our findings. Retrieved from
http://cty.jhu.edu/ research/docs/pub/
What%20We%20Know.pdf
• Become exposed to college life
• Learn about potential majors and careers
• Become more competitive in admissions
• Develop network of potential advocates

14. Benefits for high school counselors:
(Continue) building a college-going culture
Summer learning programs can help students:
• Have a positive, college-going-like experience
• Become acclimated to college environments
• Gain access to additional academic services
and admissions insights
• Become inspired to aspire
• Explore majors, careers, or college(s)
• “cultivat[e] a collegiate identity”
– Schramm-Possinger, M. (2008, December). Leveling the Playing
Field of Opportunity in New Jersey: The Rutgers Future Scholars
Program (RFSP). Retrieved from http://futurescholars.rutgers.
edu/FutureScholars/Images/RFSP%20Leveling%20the%20Playing
%20Field%20of%20Opportunity.pdf
• Become prepared for success

15. For admissions offices: Recruiting and
preparing students for success at (your) college
• Valuable opportunity to get to know, support, and recruit engaged
“pre-screened” students
• Highlight academic programs, facilities, outstanding alumni
• The ultimate “life as a student” event
• Get students excited about your school – they’ll tell their friends
• Providing guidance on how to apply – before it’s too late
• Help boost enrollment and support enrollment goals

16. Economic stakes: Individual, local, national, global
• “invest in youth now or incur high costs later”
• Schramm-Possinger, 2008, p. 11
• “the persistence of these educational achievement
gaps imposes on [US] the economic equivalent of a
permanent national recession” (p. 6)  $2.3 trillion
• McKinsey & Company, Social Sector Office. (2009, April). The economic impact of the achievement
gap in America’s schools (Monograph). Retrieved from http://mckinseyonsociety.com
downloads/reports/Education/achievement_gap_report.pdf

17. Growing body of research, funding, & recognition
• In last 100 years, 39 empirical studies demonstrated
“incontrovertible evidence” of “summer learning loss,”
particularly for low-income youth  now gaining momentum
– Summer learning: Moving from the periphery to the core. (2009, June). The
Process of Education Reform, 10(3), Retrieved from
www.ecs.org/clearinghouse/80/99/8099.pdf
• Johns Hopkins University Center for Talented Youth
• National Summer Learning Association
• RAND Corporation
• Wallace Foundation
• Walmart Foundation
• Presidents’ Higher Education Community Service Honor Roll
• State commitments (e.g., Rutgers Future Scholars Program)
 Future professional opportunities?

18. Programs, approaches,
& partnerships

19. College Connect
Supporting college access
through a university based summer program
Amanda Parada-Villatoro
DePaul University

20. What is College Connect?
• College Connect is a FREE intensive 5-week
summer enrichment program
 Cultural exploration
 Career awareness
 Academic immersion
 College seminars
• Past courses included:
 Religions in Chicago
 Borders: Immigration and identity
 Mission (Im)Possible: Ethnography through photography
 Chicago Stories: Great works by Chicago authors
 Social Injustice in Literature and Culture
• College seminars include:
 Money Management Scholarships and Financial Aid
 Study Abroad Opportunities  Major Exploration
 Career Matching College Writing Seminars

21. Recruitment and selection
To apply, students must submit the following documents by March 30th :
– Completed application form
– Official Transcripts
– Letter of recommendation from high school counselor or teacher
– Upon acceptance, students must attend a mandatory orientation
Eligibility Requirements: We consider the following criteria:
• Students must be rising juniors or seniors
• Grade point average
• Evidence of college preparatory work
• Attendance rate
• Fit with target population
Students from a high school within Chicago city limits are eligible to apply

22. Outcomes
• Nearly $1 million in scholarship offers to date
• Seniors accepted to over 30 colleges and
universities across the country
• Over 60% acceptance rate to DePaul
University
*Based off 2011 senior class

23. Why we do it
• Honor institutional mission
• Even the playing field
• Increase representation of disadvantaged
students in college
• Establish pipelines to the university

24. How we do it: Partnerships!
• Partner with CPS and Big Shoulders
- IB, AVID, GEAR UP
• Leverage network
- Faculty
- University staff/ departments
- High school personnel
• Social media
- Support through admission process
- Data collection

25. Opportunities and challenges
• Opportunities:
- Provide enrichment for “overlooked” students/ schools
- Forge relationships with school staff and faculty
- Partner with orgs and schools to combine college access
goals
• Challenges:
- Reaching African-American and Latino males
- Communicating “fit” students effectively

26. Elmhurst College
Summer Academy in Math and Science
July 22-August 4
Christine Grenier
Elmhurst College Admissions

27. About the Program
• 2-week residential, content-based
program at a liberal arts college
• Rising Seniors
• Must have successfully completed:
• At least Biology, Chemistry, Algebra, Geometry
• 24 Spaces
• Affordable -
$200 for non-credit option, or
$500 for credit option
(MTH 110, 3 credit hours)

28. Week 1 Mon. Tues. Wed. Thurs. Fri. Sat. Sun.
8:00 Team Team Team Team Team Extra Extra
Mtg. Mtg. Mtg. Mtg. Mtg. Sleep Sleep
9:00 Math 1 Math 2 Chem. Com Sci Math 1 BBR/MR Team
Mtg.
10:30 Math 1 Com Sci Bio. Math 1 Bio BBR/MR Family
HouseKp
12:00 Lunch Lunch Lunch Lunch Lunch Lunch Lunch
1:00 Bio Math Math 1 LIB/IT Chem. Recreati Family
Res Tech on Free
2:00 Bio Math Math 1 LIB/IT Chem Recreati Family
ACT Tech on Free
3:00 Break Break Break Break Break Recreati Team
Dinner Dinner Dinner Dinner Dinner on Bldg.
6:00 Team Physics Math Science Guest Recreati Team
Bldg. ACT ACT Speaker on Bldg.
7:00 Psych Physics Science Team Guest Guest Team
ACT Bldg. Speaker Speaker Bldg.
8:30 ACT Home Home Home Movies Movies Home
Practice work work Work work

29. Immediate benefits
• ACT Test Preparation
• Students get on the radar of Elmhurst’s
admission counselors
• Elmhurst faculty can submit recommendations
for admission based on MSA experience
• Students attend college search informational
session regarding “finding the right fit” as well
as a session on the FAFSA basics

30. Long-term benefits
• Transition to College
– Students meet faculty and staff at Elmhurst
College early, helping to ease the transition to
college life
• “Professors” less scary
• Know who to ask and where to get information.
– Students have a roommate experience before
going to college.

31. Advertising and recruitment
• Typically do not advertise, but have in the past
• All information is found online at
www.elmhurst.edu/summeracademy
• Program has attracted a naturally diverse set
of students ethnically, geographically and
academically
• Work closely with CBOs and guidance
counselors each year

32. Future considerations
• Funding
• Program Mission
– Recruitment and service?
– Enrichment and service?

33. Connecting high school students to college summer programs:
Right Angle, a program of
Noble Network of Charter Schools
IACAC
May 2, 2012

34. College Focus:
About Right Angle
• Mission to create awareness of, provide funding for and support
Noble sophomores to participate in Summer of a Lifetime
university sponsored academic enrichment programs.
• Works with students at a crossroads in their high school careers
and gives them a life changing college experience.
• We believe access to college programs early in a student’s life
makes the difference and significantly increases their chances of
going to and graduating from a four-year university.
• College is now real for them
• Builds confidence that they can “do it” and succeed
• Inspires academic focus and improvement
• Expands desire for and understanding of college
options
• Experiences spreads to classmates and families
Page 2

35. Chicago’s Top Performing
Charter High School
Noble is the largest and highest performing non-selective
high school in Chicago.
Noble Overview 6000 21
20.3
• 10 campuses 5000 19.5 5200 20
• 6,500 students 4000 18.4 18.6 19
• 1,400 Noble Alumni 3000
17.3
3600 18
2000 17.3 17.3 17
17.2
Noble Class of 2011 16.7
17.0
1000 1300 16
• 98% college enrollment 0
450 450
15
• 78% first generation of 2003 2005
Noble Enrollment
2007 2010
Noble ACT Scores
2011
CPS ACT Scores
their families to attend
college
Page 3

36. Right Angle Impact
• In 1996, 13 students participated in Summer of a Lifetime
• To date, Right Angle has sponsored 1,137 students:
• 99.7% have completed their programs
• 85% have gone on to attend four-year colleges and
approximately 10% to two-year colleges
• Summer 2011:
• 290 students participated
• 56 different colleges and universities
• 20 states and District of Columbia
This year, over 500 students will
Participate in Summer of a Lifetime
at more than 60 different colleges and universities!
Page 4

37. Our Model
• Centralized coordination
– Funding
– Regular communications: calls, email newsletters, PD days
– Negotiate university partnerships on behalf of entire network
• Work through 10 campus coordinators
– Select participants
– Identify student interests: Academic focus (STEM, journalism, etc.);
program duration; location/distance from home
– Match individuals to programs - keeping in mind larger budget
• Network Managed Partnerships
• Share database of more than 100 other programs
• Ongoing search for additional opportunities
– Assist with application and enrollment processes
– Prepare and support students and families in advance of and
during summer
Page 5

38. University
Partnerships
• Many institutions seek our students and want trusted partner
to help reach them
• Both parties benefit from centralized processes for
applications, enrollment, payment and travel
• Variety of customized arrangements specific to each university
• Long standing network relationships: e.g. AZ, Summer
Discovery
– Discounted pricing
– Guaranteed spots for our students
• Newer network partnerships:
– Often begin because of a connection: e.g. Colgate
– Individual student participation then build on positive experiences
• Individual Campus Counselor relationships
Page 6

39. Strong
Partnerships
• Meet Right Angle Goals:
– Understand and support our students
– All around quality programs (student & coordinator surveys)
– Duration, focus and experiences
– Cost/benefit and administrative processes, etc.
• University feedback about Right Angle
– High quality of students
– Appreciate centralized, streamlined processes
– Improve as needed
• Ongoing relationship management
– Customized terms per each university
– Expand upon for future as appropriate or discontinue
– Goal to better leverage for college admissions
Page 7

40. 2011 Summer of a Lifetime
Colleges and Universities
American University Kendall College Syracuse University
Barnard College Loyola University University of Arizona
Bradley University Marquette University U of C – Los Angeles
Brown University Michigan State University U of C – San Diego
Colgate University Michigan Technological University U of C – Santa Barbara
Columbia College Milwaukee School of Engineering University of Chicago
Concordia University Northeastern University University of Colorado
Cornell University Northern Illinois University University of Illinois- Urbana
Davidson College North Texas University University of Iowa
DePaul University Northwestern University University of Maryland
Dominican University Penn State University University of Michigan
Eastern Illinois University Princeton University University of North Carolina
Georgetown University Purdue University University of Notre Dame
George Washington University Roosevelt University University of Pennsylvania
Gettysburg College Santa Clara University University of Virginia
Illinois Institute of Technology School of the Art Institute Chicago University of Wisconsin
John Marshal Law School Spelman College US Military Academy West Point
Indiana University St. Mary’s College Wright State
Indiana University, Pennsylvania Stanford University
Page 8

41. Project Exploration
Our Youth-Science Model, Our Impact,
and Our Plans for the Future

42. About Project Exploration
Project Exploration is a nonprofit science education
organization whose mission is to ensure that communities
traditionally overlooked by science — particularly minority
youth and girls — have access to personalized
experiences with science and scientists.
Founded in 1999 by paleontologist Paul Sereno and
educator Gabrielle Lyon, Project Exploration offers long-
term, relationship-based programs distinguished by a
student-centered, highly personalized approach.

43. Who We Serve
• Chicago Public School students, ages 12 to 18, particularly girls
and students of color, who have limited access to practicing scientists,
mentors, and after-school science programming
• Nearly 85% of Project Exploration students come from low-income
families
• 54% are African American, 41% are Latino
• Project Exploration students attend chronically under-resourced
Chicago Public Schools with graduation rates just above 50%, well
below the national average
• A majority of our students become the first in their families to
attend college

44. Our Core Values and Design Principles
Equity
• We seek to serve students who are under-represented in science
• We recruit students for whom Project Exploration can help light the fire and help them
identify and develop their own identity, interests, and talents; not those who have already
been labeled “high achiever”
Authenticity
• Science content is taught primarily by scientists and tied to active questions and research
Students at the Center
• Students are known as individuals by what they like and what they are curious about as
well as what they can do in science
• Students co-create curriculum
• Activities and materials are designed in ways that help make science accessible for all
students, particularly students who may not be academically successful
A Strong Culture of Shared Practices
• Students engage in meaningful work with a culminating, often public, component
• Students journal and write about their experiences, reflections, and questions
• Anchor activities shared across programs help establish the organization’s program
culture

45. Our Youth-Science Model
Motivated,
Curious, Long-term Authentic,
open- relationships, inquiry-based
engaged,
minded + side by side + learning = supported young
students with scientists experiences people who are
developing their
We actively recruit We are grounded in a Rigorous, interest-based, skills and planning
students who are highly-personalized authentic fieldwork and
interested in learning approach, with students community experiences
for their futures
more, not those who building long-term build science knowledge,
are already the highest relationships with critical thinking and
performers. scientists, each other, problem-solving, and
and PE staff. leadership skills.
Shared community of practice
among students and scientists
We involve students in “a group of people who share a concern or a passion for
something they do and learn how to do it better as they interact regularly.”
Wenger (2006) as cited in Project Exploration: 10-Year Retrospective Evaluation

46. The Youth-Science Pathways: Key Elements 6
Authentic STEM Combined with…
Experiences
Youth development
Internships and Personalized, long-term relationships with scientists and PE staff
Pursue
apprenticeships with
expert practitioners Building a sense of self-efficacy, developing leadership
skills, problem-solving
Voice and choice in program content and participation in a community of
practice
Collaboration and teamwork with peers and adults from different
Immersive field
cultures and backgrounds
experiences as
culmination of problem-
based mini-expeditions College and career planning support
Explore
Mentoring, coaching, discussion, tools, and support networks
for financial aid and college application process
Visits to local, regional, and national college campuses, tours of
relevant credentialing programs, and industry workspaces
Local and regional
mini-expeditions Scientists use career map to demystify the process of pursuing this
framed around a unifying career
project, problem, or set Contextualized academic skill-building
of questions – a quest to
test a central hypothesis Writing, journaling, and illustration as a means to represent concepts
Discover
Multi-media and use of technology to engage in community of
practice and inquiry
Introduction and initial
exposure to community of
practice in after school
programs
04/10/12

47. What makes our summer programs unique
• Transformative, “first-time” experiences for students
• Authentic and immersive educational fieldwork experiences,
incorporating research and project-based learning
• Extended duration, spanning up to three weeks, including out-of-state
and regional travel
• Competency development and experience specific to particular
scientific discipline
• No cost to students for depth of experience, travel, equipment;
although higher program cost per experience
• Field activities encourage students to see science beyond a
“subject” in school
• 2011 Excellence in Summer Learning Award for
quality STEM summer learning

49. Dantawn, JP ’04
Dantawn studied science in college and is now pursuing his masters in
environmental engineering from Villanova University. Citing his personal
experience and time with Project Exploration as a major influence on his
commitment to inspiring youth like himself, Dantawn has created mentoring
programs in his high school and college.

50. Constance, AGE '10
Always a curious mind, Constance has explored various
options in science through Project Exploration and is now
pursuing a Pre-Med degree at Pennsylvania State
University.

51. Andres, JP ’03
After finding his true passion during expeditions into the field as a Project
Exploration student, Andres went on to study Geology for his Bachelor’s and
is currently pursuing his Masters in Montana.

53. Our Impact to Date
Project Exploration’s 10-year retrospective study of the 1,000
students who have participated in our programs found:
– 95% of our students 18 years and older have graduated or are
on track to graduate high school.
– 88% of our students were introduced to new STEM careers
through our programs
– 60% of students pursuing higher education majored or are
majoring in STEM-related fields.
– 32% of those surveyed held science-related employment.
– 91% agreed or strongly agreed that Project Exploration had
increased their self-confidence.
– 89% felt better about their futures because of
their experiences.

54. Resources, takeaways,
& discussion

55. Connecting to summer programs
• University websites (http://summer....edu)
• National Summer Learning Association
• Institute for Broadening Participation’s Program Search
• SummerCamps.com (a broad range)
• Project Exploration’s Discover Your Summer! resource
 don’t just use them – add your program to them!

56. Connecting to each other:
Opportunities for collaboration
• Host summer program fairs, open houses, or
special visit days for teachers and counselors
• Talk to students, families, and counselors about
summer programs when you talk about college
• Support summer programs taking place at other
colleges by supporting their college-focused
programming
• Invite programs to present to PTSAs/councils
• Attend “out-of-school-time” (OST) conferences
• Expand the network by contributing to and
spreading the word about existing resources
 Your greatest resource – each other!

57. Making outcomes visible:
What matters most to your institution?
• Are participating students making desired academic or
attitudinal gains? Are they faring better in college admissions?
Are summer programs making key differences?
• Are summer programs these students’ “first touch” with your
college? Are students attending summer programs at your
college being admitted? Are their high schools ultimately
yielding more applicants? Admits? Enrolled students?
 Are high schools, colleges and other programs
working with you how you’d like them to?
 What data, resources, or partnerships do YOU need?

58. Discussion:
Your thoughts, ideas, resources?

59. Contact us
Marya Spont, Program Director, Illinois Institute of Technology (IIT)
Boeing Scholars Academy, spont@iit.edu, 312.567.5193
Jill Levine, Executive Director, Right Angle-A Noble Network Program,
jlevine@noblenetwork.org, 773.278.6895 x1581, 312.348.1880
Christine Grenier, Associate Director of Admission, Elmhurst College,
cgrenier@elmhurst.edu, 630.617.3071
Amanda Parada-Villatoro, Assistant Director of Community Outreach,
Center for Access and Attainment, DePaul University,
aparada@depaul.edu, 773.325.8347
Mikki Brown, Manager of Youth Development, Project Exploration,
mbrown@projectexploration.org, 773.834.7623 , 773.834.7614