Journal Article

Partnerships and Progress: How University–Community Summer Partnerships Drive Literacy Gains in District Schools

Lucile, Taiel, Whitfield, Earlisha Jenkins

2026

Overview

This study examines the factors behind significant improvements in elementary student reading scores within South Carolina’s Camp iRock summer program. South Carolina presents a unique context of high childhood poverty, yet proficient literacy rates. To conduct a quantitative descriptive analysis of student improvement on the Measures of Academic Progress (MAP) Reading test, this study employed a mixed methods approach as well as a qualitative content analysis of the South Carolina’s reading plan program components. A trend analysis reveals a substantial increase in student improvement from 54 (n = 189) in 2022 to 183 (n = 319) in 2023. The study explores the role of university–community partnerships, professional development, data-driven decision-making, and personalized small group instruction. This growth suggests the impact of the identified factors, emphasizing the importance of collaborative models and data-informed strategies in enhancing literacy outcomes.

• Publisher: MDPI AG
• Subject: Academic Achievement / Achievement Gains / Achievement Gap / Camps / Case Studies / Child Development / Collaboration / College Attendance / Community Organizations / Counties / Decision-making / Education / Educational Methods / Educational Needs / Educational Research / Educational Strategies / Elementary Education / Elementary School Students / Elementary Schools / English Learners / Enrichment Activities / Extended School Year / Family Involvement / Holistic Approach / Information Literacy / Information Seeking / Literacy / Methods / Professional development / reading achievement / Reading comprehension / Reading Programs / Reading Skills / school–university partnerships / South Carolina / summer reading programs