A recent meta-analysis by Kathleen Lynch and colleagues provides fresh insight on contemporary research focused on the effects of summer programs for mathematics. The authors noted that studies cited in previous meta-analyses of the effects of summer programs on mathematics achievement are now approximately 20 years old, and thus a new meta-analysis on the topic was warranted. The authors used data from 37 studies to analyze the effects of summer programs on mathematics achievement, the characteristics of summer programs which moderate their effectiveness, and the relationship between summer learning programs and noncognitive outcomes.
