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Effects of summer schools: Who benefits the most?

ABSTRACT: This study investigates whether publicly funded summer school programs in secondary education are of substantive meaning for the math performance of students from lower socioeconomic backgrounds. More specifically, we explore whether this is the case when the summer programs are not explicitly aimed at low-SES students. In this context, we investigate whether summer schools in the Netherlands can decrease inequalities of opportunities in education. We use administrative data from Dutch secondary schools. To analyse the effect of the intervention we apply a Difference-in-Difference analysis in combination with matching estimation techniques. The results indicate that there is an overall modest effect of participation in a summer school. When analysing the SES groups separately, we observe a positive effect of participation for all three SES groups. However, the effect seems less strong for participants in the lowest and middle SES group compared to the highest SES group.

SUBMITTER: Monfrance M

PROVIDER: S-EPMC11008868 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature

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Effects of summer schools: Who benefits the most?

Monfrance Mélanie M Haelermans Carla C Schils Trudie T

PloS one 20240411 4

This study investigates whether publicly funded summer school programs in secondary education are of substantive meaning for the math performance of students from lower socioeconomic backgrounds. More specifically, we explore whether this is the case when the summer programs are not explicitly aimed at low-SES students. In this context, we investigate whether summer schools in the Netherlands can decrease inequalities of opportunities in education. We use administrative data from Dutch secondary ...[more]

PMID: 38603721

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Project description:Temperate zone bats may be more sensitive to climate change than other groups of mammals because many aspects of their ecology are closely linked to temperature. However, few studies have tried to predict the responses of bats to climate change. The Indiana bat (Myotis sodalis) is a federally listed endangered species that is found in the eastern United States. The northerly distribution of Indiana bat summer maternity colonies relative to their winter distributions suggests that warmer climates may result in a shift in their summer distribution. Our objectives were to determine the climatic factors associated with Indiana bat maternity range and forecast changes in the amount and distribution of the range under future climates. We used Maxent to model the suitable climatic habitat of Indiana bats under current conditions and four future climate forecasts for 2021-30, 2031-40, 2041-50, and 2051-60. Average maximum temperature across the maternity season (May-August) was the most important variable in the model of current distribution of Indiana bat maternity colonies with suitability decreasing considerably above 28ºC. The areal extent of the summer maternity distribution of Indiana bats was forecasted to decline and be concentrated in the northeastern United States and Appalachian Mountains; the western part of the current maternity range (Missouri, Iowa, Illinois, Kentucky, Indiana, and Ohio) was forecasted to become climatically unsuitable under most future climates. Our models suggest that high temperatures may be a factor in roost-site selection at the regional scale and in the future, may also be an important variable at the microhabitat scale. When behavioral changes fail to mitigate the effects of high temperature, range shifts are likely to occur. Thus, habitat management for Indiana bat maternity colonies in the northeastern United States and Appalachian Mountains of the Southeast is critical as these areas will most likely serve as climatic refugia.

Project description:Children's mental health is deteriorating while access to child and adolescent mental health services is decreasing. Recent UK policy has focused on schools as a setting for the provision of mental health services, and counselling is the most common type of school-based mental health provision. This study examined the longer-term effectiveness of one-to-one school-based counselling delivered to children in UK primary schools. Data were drawn from a sample of children who received school-based counselling in the UK in the 2015/16 academic year, delivered by a national charitable organisation. Mental health was assessed at baseline, immediately post-intervention, and approximately 1 year post-intervention, using the Strengths and Difficulties Questionnaire (SDQ) completed by teachers and parents. Paired t tests compared post-intervention and follow-up SDQ total difficulties scores with baseline values. Propensity score matching was then used to identify a comparator group of children from a national population survey, and linear mixed effects models compared trajectories of SDQ scores in the two groups. In the intervention group, teacher and parent SDQ total difficulties scores were lower at post-intervention and longer-term follow-up compared to baseline (teacher: baseline 14.42 (SD 7.18); post-intervention 11.09 (6.93), t(739) = 13.78, p < 0.001; follow-up 11.27 (7.27), t(739) = 11.92, p < 0.001; parent: baseline 15.64 (6.49); post-intervention 11.90 (6.78), t(361 = 11.29, p < 0.001); follow-up 11.32 (7.19), t(361) = 11.29, p < 0.001). The reduction in SDQ scores was greater in the intervention compared to the comparator group (likelihood ratio test comparing models with time only versus time plus group-by-time interaction: χ2 (3) = 24.09, p < 0.001), and model-predicted SDQ scores were lower in the intervention than comparator group for 2 years post-baseline. A one-to-one counselling intervention delivered to children in UK primary schools predicted improvements in mental health that were maintained over a 2 year follow-up period.

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Effects of summer schools: Who benefits the most?

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Effects of summer schools: Who benefits the most?

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