The effects of experiential, service-learning summer learning programs on youth outcomes

Abstract

This study examines whether summer programming that relies on the delivery of a hands-on, experiential service learning curriculum to deliver content is able to reduce or eliminate summer learning loss in middle school students. Using Alexander, Entwisle, and Olson's (2001) faucet theory as a theoretical framework and a qualitative case study design, the study explores two summer programs in Rhode Island. These programs, one in a low-income community and the other in a mixed-income community both shares a common curriculum of experiential service learning as the framework for their programs. The findings suggest that these hands-on, experiential summer programs had significant positive effects on a variety of student outcomes. Primarily, stakeholders perceived significant effects of the program on social and emotional learning and the development of 21st century skills including problem solving, critical thinking, collaboration, and communication. Data also suggests that programs do have academic benefits for students as well, but the extent of those benefits are less clear. The study also found that the service learning component was not implemented effectively and therefore had little impact on program outcomes. This research has implications for experiential learning research as well as research on effective summer interventions that can help reduce achievement gaps. It also has implications for policymakers and practitioners seeking to implement different forms of summer programming that can be effective at reducing or eliminating summer learning loss. The need for further quantitative research to confirm these findings is required, but the study does suggest that experiential learning is an effective tool for reducing summer learning loss and helping to stem the growth of achievement gaps during the summer months.