Summer Learning Program

Our summer enrichment program continues to be a hallmark of LINK.

Program Objectives:

  1. Increase the academic achievement of LINK scholars
  2. Foster an understanding of self-knowledge and global perspective
  3. Develop awareness of college and career opportunities and pathways

To enhance the experience of our scholars during the summer and fully utilize the unique time when we see them on a daily basis, we utilize the summer months to further extend our influence to reach our desired outcomes.

We articulate the collection of programming over the four summers as the Summer Learning Program – referring to the rising freshman through rising senior summers. This Model aims to address the issue of summer slide. More than half of the achievement gap between lower- and higher-income youth can be explained by unequal access to summer learning opportunities. As a result, low-income youth are less likely to graduate from high school or enter college (Alexander et al, 2007). Our structured Summer Learning Program levels the achievement gap for our economically-disadvantaged students. We provide a variety of experiences that challenge our scholars, develop their talents, keep them engaged, and expand their horizons.

Our Summer Learning Program is an element of our year-round programming. The Program, and all of our wrap around services, align with our organization’s vision to transform our scholars into committed leaders who –by exceeding national college acceptance, persistence, and graduation rates and acquiring sustainable careers – will serve LINK and the larger community by modeling lifelong community engagement for future generations of young people.

Summer Staffing:

LINK employs professionally-credentialed instructors for our Summer Learning Program. The goal is to give scholars a preview of the academic skills required in high school and provide enrichment to further enhance learning. Cultural relevance is an important aspect of our Program. Our teachers must be able to relate well with our scholars, believe in their academic abilities, and know ethnic studies content and perspectives well; often (but not always) they are members of the same ethnic background of our scholars (African American).

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