An evaluation of an interdisciplinary, activity-based mathematics and science summer academy for incoming ninth-grade students

Loss of knowledge during the summer months is commonly referred to as "summer slide" (Borman & Dowling, 2006). In this economy school districts are seeking low cost summer programs to reduce the effects of summer slide. This study is an evaluation of a one-week activity-based, interdisciplinary mathematics and science summer program called Meeting of the Minds at a suburban high-school in Northern Brazoria County. Both quantitative and qualitative methodologies were employed to assess the effectiveness of the summer program. One variable was achievement in geometry and measurement as measured by the corresponding objectives of the 8th grade 2007 mathematics Texas Assessment in Knowledge and Skills exam and the 2007 district benchmark. Student-Problem curve theory (Sato, T., 1987/1991) was applied to analyze student response patterns. A secondary variable was attitudes towards mathematics and science as inferred from student written reflections and teacher observation notes within class activities in the summer program. Findings indicate the impact of instruction was minimal with improved student attitude toward mathematics and science. Implications for future summer programs and future evaluations are discussed.