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Summer schools serve multiple purposes for students, families, educators, and communities. The current demand for summer programs is driven by changes in American families and by calls for an educational system that is competitive globally and embodies higher academic standards. This monograph details a research synthesis that uses both meta--analytic and narrative procedures to integrate the results of 93 evaluations of summer schools. These and other findings are then examined for their implications for future research, public policy, and implementation of summer programs.