Looking back and leaning in to save summer learning in Allegheny County

In Allegheny County, Summer 2021 was the #SummerOfPlay.

After more than a year of pandemic-fueled isolation, growing disparities, and constant unknowns, it was clear every young person in Allegheny County needed summer learning more than ever—playful, joyful, and affirming summer learning.

So a team of community organizations led by the Pittsburgh Learning Collaborative, A+ Schools, the United Way of Southwestern Pennsylvania, and Trying Together came together to realize a simple vision: Help Allegheny County communities, including kids, families, organizations, and schools, re-engage with each other and embrace in-person, community-based learning.

#SummerOfPlay was a time for healing, self-expression, outdoor adventures, and much more. It was a time for families and learners to re-connect to their communities, have fun, and celebrate a return to in-person learning. At camps and programs across the region, kids of all ages had a chance to learn, let go, and just be, while still preparing for the school year ahead.

268,442

#SummerOfPlay social media impressions

$2,000,000

granted to in-person summer learning programs

17,000+

summer learning direct mailers and flyers distributed

268,442

#SummerOfPlay social media impressions

$2,000,000

granted to in-person summer learning programs

17,000+

summer learning direct mailers and flyers distributed

268,442

$2,000,000

17,000+

#SummerOfPlay social media impressions

granted to in-person summer learning programs

summer learning direct mailers and flyers distributed

To spread the word, #SummerOfPlay made a splash with social media campaigns, yard signs, billboards and radio ads, advertisements and direct mailers, while street teams visited city events and neighborhoods to distribute summer learning information.

Perhaps most importantly, #SummerOfPlay worked to strengthen the region’s emerging summer learning infrastructure, helping organizations tackle bumps along the road during an already challenging year. Understaffed programs? The summer learning job fair attracted prospective employees. Outdated information online? Helpful hands updated the Bridge to Learn and Allegheny Child Care websites. Overwhelmed staff? Regular meetups helped bring personnel together to swap stories and ideas.

#SummerOfPlay also supported the most pressing summer learning need: funding. The United Way of Southwestern Pennsylvania awarded grants as part of their Welcome Back! initiative to 66 programs in Allegheny and neighboring counties, thanks to support from The McElhattan Foundation, the Allegheny County Department of Human Services, and several other community partners. The funding supported programs for about 8,000 children across the region.

But why is summer learning so important? And why is it worthy of our time, attention, and funds?

Educators have long considered summer a time for “catching up.” Summer schools of old were built around remediation, while modern summer learning still focuses on combating summer learning loss and related opportunity gaps.

Research continues to show that learners’ skills in reading and math dip during the summer months. These declines disproportionately occur in learners from low-income families, who have less access to high-quality summer programs and are often people of color, non-native English speakers, or living in rural areas.

This learning loss increases over time, so that by ninth grade summer learning accounts for two-thirds of the difference in reading achievement between low-income students and their middle-income peers. Plus, the same students most affected by summer learning loss are also more likely to drop out of high school and less likely to attend college.

Summer learning loss means that all across our region and country, teachers often spend the first few months of school on review. This not only wastes funding but squanders precious opportunities for innovative instruction and curriculum development.

Until every young person can access high-quality summer learning experiences, these disparities and poor outcomes are likely to persist.

But summer learning is about so much more than closing gaps. With access to high-quality experiences, summer can be a time for racing ahead.

Summer programs give kids and families, especially those from underserved schools and communities, a whole child education. They help learners embrace budding passions, maintain social-emotional wellness, access resources for basic needs like food and healthcare, and explore possible careers.

But summer learning, like its in-school and out-of-school-time (OST) counterparts, is also an issue of equity. Program access falls along familiar divides in race and income, and providers often don’t acknowledge the traumas or uplift the cultures, experiences, and joys of non-White learners. And this summer, these issues only intensified as students of color emerged from a pandemic-era school year that impacted their lives and learning more than their White peers.

27%

of Allegheny County children participate in a structured summer experience

35,000

Allegheny County children were not in a summer program, but would have beeen if one was available to them

87%

of Allegheny County parents support public funding for summer learning opportunities

27%

of Allegheny County children participate in a structured summer experience

35,000

Allegheny County children are not in a summer program, but would be if one was available to them

87%

of Allegheny County parents support public funding for summer learning opportunities

27%

35,000

87%

of Allegheny County children participate in a structured summer experience

Allegheny County children are not in a summer program, but would be if one was available to them

of Allegheny County parents support public funding for summer learning opportunities

In Allegheny County, unmet needs around summer learning remain high. #SummerOfPlay helped fill gaps in 2021, but programs still faced resource and timing issues exacerbated by the pandemic. Typically, planning for the summer learning season begins in winter. In 2021, it didn't begin until May. Many programs operated behind schedule from the start; many were still trying to hire staff when programs were usually already underway.

To keep community-based summer learning alive and thriving, we need systemic support that allows for ample and effective funding, planning, and coordination.

Summer learning is an essential part of every child’s education and is vital to the fabric of our communities. It opens learners’ minds and hearts to life-shaping experiences they may never have inside school walls or elsewhere.

We need to preserve summer learning for seasons to come. It’s time we gave summer learning programs and providers the funding, policies, and support they need and deserve. It's time to save summer.

Explore the stories of a dozen Allegheny County summer learning programs. Relive their successes, learn from their struggles, and see how their experiences can save summer learning seasons to come.

These stories showcase five areas of high-powered learning. Already proven to help prepare learners to succeed in a rapidly changing world, they are even more critical in the time of Covid-19:

Arts programs allow learners to immerse themselves in self-expression. Beyond learning a new set of steps or singing scales, the arts help young people process and heal from large-scale trauma, like systemic racism or the Covid-19 pandemic, while boosting confidence.
Similarly, social-emotional learning (SEL) and personal development programs help students re-emerge from quarantine, remember how to interact with peers, and share their feelings. Kids learn the basics of self-care and experience a needed break from the isolation and intensity of pandemic life.
Mental health and emotional support, in turn, lay the foundation for academic success and enrichment. Free from testing and seat time requirements, summer programs can teach traditional, school-based subjects in uniquely engaging ways—think of learning times tables through song or taking an art class based on literacy skills. They can also leverage any number of community partners, field trips, and hands-on experiences to reinforce other areas of high-powered learning.
Leaning into the season, outdoor learning programs can increase learners' access to green spaces and physical activity, helping them break the sedentary habits of quarantine, develop motor skills, and reinforce SEL and wellness practices.
Building on the benefits of other learning areas, summer programs focused on work readiness help learners build and apply real-world skills. Learners interact with professionals and build mentorships, which benefit their self-esteem and help them connect to different workforce pipelines, colleges, and employers.

These areas of high-powered learning help young people gain 21st-century skills, prepare for successful, fulfilling careers, and become healthy, happy adults. By offering them as part of summer or OST learning, our communities ensure the greatest number of children can experience them.

25 Carrick Ave Project

Feature Story

The Live Sound Apprentice Program brought student technicians and sound professionals together to learn the art and science of putting on a show. It also gave learners one-of-a-kind access to mentors and real-world, work-ready skills.

H.O.P.E. for Tomorrow

Feature Story

After a lonely year, the high-energy Camp H.O.P.E. in Pittsburgh’s West End helped children reconnect by blending academics, life skills, and summer fun.

Summer of Expression: Arts & Culture

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Summer of Expression: Arts & Culture

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Summer of Expression: Arts & Culture

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Imani Christian Academy

Feature Story

The Community Summer Camp capitalized on the individual strengths of in-school and OST learning environments to equitably offer a blend of math, reading, penmanship, fitness, arts, music, and SEL.

Legacy Arts Project

Feature Story

Through the arts of the African diaspora and African cultural traditions, the Youth Summer Arts Program and Learn and Earn supported joyful arts learning in Homewood, helping underserved learners build a new youth-centered legacy of affirmation and abundance.

Summer of Sunshine: Outdoor Learning

Photo Essay

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Summer of Sunshine: Outdoor Learning

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Summer of Sunshine: Outdoor Learning

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Rankin Christian Center

Feature Story

The Super Summer Community Comeback Camp leveraged partnerships and family dinners to re-introduce students to in-person learning, expose them to new experiences, and build stronger bonds with the Rankin community.

Small Seeds Development, Inc.

Feature Story

The non-site-based Mother to Son Success Camp used a flexible, student-centered approach and resources from around the city to help students’ personal growth blossom.

Summer of Success: Academic Enrichment

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Summer of Success: Academic Enrichment

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Summer of Success: Academic Enrichment

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It’s time to save summer. We need to give summer learning programs and providers the funding, policies, and support they need and deserve.

Summer learning is an essential part of every child’s education, and it’s vital to the fabric of our communities. It opens learners’ minds and hearts to life-shaping experiences they may never have inside school walls or during the school year.

We’re putting forth six actions to ensure summer learning is accessible, equitable, and thriving across the region for seasons to come. They range from sweeping, systems-level strategies to specific funding priorities, and they require the shared support of our region’s funders, policymakers, businesses, and individuals.

It's time to save summer. To preserve summer learning for seasons to come, we’re calling for:

An Official County-Wide Summer Learning System

The most effective and impactful summer learning programs work within and across community systems, collaborating with schools, families, learners, local officials, and organizations to build a diverse and integrated whole-child learning experience. To scale this strategy across the region, Allegheny County needs a truly coordinated summer learning system.

With the help of a tool like the Community Indicators of Effective Summer Learning Systems, we can build on our existing learning ecosystem and county-level leadership to fortify a system that features:

ENGAGED KEY LEADERSHIP

We need a primary organizing body (like the Pittsburgh Learning Collaborative or the Allegheny County Department of Childhood Initiatives) to centralize and coordinate efforts with county agencies, schools, superintendents, students, families, funders, program providers, legislators, and community members. A Summer Learning Liaison position could lead this work.

A CLEAR, SHARED VISION FOR SUMMER LEARNING

The organizing body should engage the entire community in designing a multi-year Summer Learning Action Plan. They could host a Summer Planning Symposium or similar event to bring together families, learners, program providers, and schools to plan summer learning goals, priorities, outcomes, and measurement systems.

SHARED DATA MANAGEMENT

The system should have a standard process and central platform for collecting summer learning data, including participation numbers, academic outcomes, non-academic outcomes, and program quality. A majority of program providers should sign data-sharing agreements to allow for cross-organization data collection, analysis, and evaluation. The organizing body could consider drafting a return-on-investment equation or mapping metrics back to local schools in terms of short- (attendance), intermediate- and long-term (test scores) metrics.

CONTINUOUS QUALITY IMPROVEMENT

The organizing body should conduct a county-wide summer learning asset and needs assessment. The results could inform codified standards for high-quality summer learning programs. To further these standards, the organizing body should provide professional learning to summer program providers, like a Tutors Convention or other events, and help providers conduct after-action reviews to identify lessons learned from their programming. Community leaders could also create municipal policies that support OST learning, such as removing unnecessary barriers to facilities-sharing between schools and community-based organizations.

SUSTAINABLE RESOURCES

Multiple, coordinated funding sources should be in place to support both programming and system development, including local private foundations, business donations and sponsorships, local public funding, national foundations, state funding, and federal funding. Funding efforts should be guided by clearly defined funding targets.

UNIFIED MARKETING & COMMUNICATIONS

The organizing body should spearhead a coordinated summer learning campaign that aligns messaging, establishes advocacy strategies, and builds awareness of the need, demand, and image of summer learning. #SummerOfPlay!

More Policies that Support Community Schools

Fresh from the #SummerOfPlay, now is the time to build on the energy, enthusiasm, and impact of this season’s activities and reimagine in-school learning using the Community Schools Model.

Community Schools are public schools that partner with families and organizations to provide well-rounded educational opportunities and student supports. Community schools implement an equity-driven, whole-child, research-based strategy. They leverage the strengths and resources of the community to provide rigorous academics, SEL, collaborative leadership, and access to health, nutrition, and other student and family services.

They also support expanded and enriched learning time, including summer learning. In full-service community schools, educators collaborate with community partners to provide structured learning activities during OST and summer, using school facilities and other community spaces. The model makes clear that enriched learning time is the responsibility of both schools and communities. Supporting community schools is one of the best ways to provide high-quality learning and sustain the collaboration we saw this summer, transforming what started as semi-forced partnerships into a daily norm.

The Pittsburgh Board of Education already has shown strong support for the community school model, but we need more federal, state, and local policies that support community schools in our area. Possible policies include federal and state community school grant programs, alignment of policies and resources across public agencies—such as health and human services, workforce development, and parks and recreation—to advance community schools, school board policies and resolutions, county/city resolutions or joint agreements with school districts, and local tax levies, either directly for community schools or as part of a broader initiative to support children and youth.

Use of ESSER Funds to Support Community Schools and Summer Learning

With the passage of the American Rescue Plan's Elementary and Secondary School Emergency Relief (ESSER) Fund, our districts and schools have significant federal resources available to assist students impacted by Covid-19. One allowable use of funds is to support evidence-based, full-service community schools.

Community schools are an evidence-based approach proven to improve student outcomes. According to a 2020 RAND study, community schools can positively impact student attendance across elementary, middle, and high school and have a significant, positive impact on elementary and middle school students’ on-time grade progression and math achievement. The report also suggests a connection between community schools and decreased disciplinary incidents for elementary and middle school students. In addition, full-service community schools were particularly well-positioned to respond to Covid-19, given their close work with partner organizations to address community needs.

Schools in our county can use ESSER funds in several ways to either expand their existing community approach or begin implementing the model. Some ideas include:

Developing or expanding in-school student support centers, which provide mentoring, counseling, and SEL to students in individual or group sessions.
Helping the district or school partner with community-based organizations to offer programs that provide innovative integrated services. These services might include before- and after-school programs, summer learning programs, additional academic instruction or high-quality tutoring, mentorship programs, workforce development activities like career counseling, internships, pre-apprenticeship programs, or service-learning opportunities, and restorative justice programs.
Hiring a site-level community school coordinator to lead partnership and engagement efforts and oversee the integrated services provided by the school.
Funding a district or school community needs and asset assessment. Conducting such an assessment is a critical first step in expanding or starting a full-service community school.

Proactive Staffing Strategies at the System, District, and Provider Levels

Like nearly every industry in the country, our summer learning programs were impacted by labor shortages this year. To combat these effects and ensure continued program availability and quality, we must utilize policies and practices that support the equitable recruitment, development, and retention of summer learning staff.

At the system level, we must establish recommended professional development and minimum wage for summer program staff. Establishing holistic staffing and credentialing programs with universities and workforce development organizations can help these efforts.

At the district level, staffing structures should blend roles across the school day and after-school time so that some personnel work in both settings. District leaders can facilitate collaborative staffing through human resources policies, investments in planning time, union contract provisions, and compensation structures.

At the program level, providers can benefit from a staggered hiring approach, starting with program or camp leadership. With the leadership team in place, programs can focus on hiring teachers, including academic and activity teachers. Providers can offer options for teachers to work either part-time (e.g., academic teachers in the morning and activity teachers in the afternoon) or full-time. They can also leverage connections and relationships with other community-based organizations to help identify potential staff, while outreach to pre-service teachers, art instructors, paraprofessionals, parents, and young adults through OST job fairs can also bolster recruitment.

With staff in place, providers should focus on professional development by staff role, including orientation and training activities, team-building exercises, mission setting, review of program policies and procedures, and examination of the academic curriculum. Programs should also devote some time to mindfulness and wellness strategies, so staff understand that self-care is vital to providing top-notch student support.

Investments in Culturally Relevant Summer Programs for Learners of Color

Culturally Relevant Pedagogy (CRP) is a teaching approach that focuses on students' academic and personal success as individuals and as a collective. CRP allows students to participate in academically rigorous curriculum and learning, feel affirmed in their identities and experiences, and develop the knowledge and skills to engage critically with the world and others. Similarly, educators who work under a culturally responsive framework actively connect their students' home and school cultures. They inspect their own biases, design learning experiences that invite the curiosity of culturally, linguistically, and racially diverse students, and ultimately empower students to act as agents of social change.

A growing body of research shows that culturally relevant and responsive teaching practices can provide students with a range of social and cognitive benefits. They can help boost math and reading comprehension, spur motivation, critical thinking, and problem-solving, and strengthen students' sense of safety along with their racial or ethnic identity.

Until all schools can offer their students CRP or other culturally responsive experiences, summer programs may provide the only opportunity for learners, especially those from communities of color, to experience learning that reflects and celebrates their identities, experiences, and collective histories.

We need foundations, corporations, and individuals to prioritize financial support for these programs and organizations.

Investments in Areas of High-Powered Summer Learning

Arts education, outdoor learning, academic enrichment, workforce development, and SEL are five areas of high-powered learning that can prepare students to succeed in a rapidly changing world. They can also help learners recover from the social, emotional, and academic impacts of Covid-19.

Learners living in poverty or otherwise underserved communities may not receive high-quality in-school learning in all or any of these areas. Thus, we need foundations, corporations, and individuals to prioritize financial support for programs and organizations that provide these learning opportunities in OST or summer learning programs.

Help Save Summer

Donate to help summer learning in Pittsburgh survive and thrive!

Your support will help local providers deliver high-quality summer learning to more young people across our region in 2022 and beyond. Donations will help programs hire more staff and teachers, open additional locations, plan engaging field trips, and much more.

DONATE NOW

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