Can a summer intervention program using trained volunteer teachers narrow the achievement gap?
First-year results from a multi-year study. ERS Spectrum, 19(2), 19-29. Evaluated Population: 428 Baltimore students in kindergarten and first grades. All students were from 10 high-poverty urban schools in Baltimore. Approach: This study reported the first-year results of an ongoing, three-year evaluation of the Teach Baltimore (TB) program. The ultimate goal of the evaluation was to assess the long-term impact of a multi-summer intervention on academic achievement for low-income students. A total of 135 students were in the control group while 293 were assigned to the treatment group and received the Teach Baltimore program. In general, TB applicants had higher attendance rates than non-applicants. On all other demographic measures, however, the groups were considered similar. Teach Baltimore was offered from June through August of that summer. Five sites offered the program and all were centrally located in relation to the ten participating schools. The evaluation began in the sprin
