This study sought to better understand how schools were addressing state policies targeting summer reading interventions for students not meeting accountability standards. Survey data were gathered from 580 public and private elementary schools in one state (67% response rate) regarding the barriers to offering summer programs, characteristics of the students served, amount of instructional and enrichment time provided, curricular materials used, means of monitoring students’ progress, and staff qualifications. Approximately 65% of respondents held summer reading programs, despite not being required or specially funded to do so. Because the programs usually were intended for students not reading proficiently and those in special education, we discuss the practical implications of common program features and the potential misalignment with the existing literature base guiding the design of summer programs.

本研究旨在更好地了解学校如何针对不符合问责标准的学生实施针对暑期阅读干预的州政策。调查数据来自一个州的 580 所公立和私立小学（67% 的回复率），涉及提供暑期课程的障碍、所服务学生的特征、提供的教学和充实时间、使用的课程材料、监控学生的方式' 进步和员工资格。大约 65% 的受访者举办了暑期阅读课程，尽管没有被要求或特别资助这样做。因为这些课程通常是为不熟练阅读的学生和接受特殊教育的学生设计的，