The BELL Summer Experience
The BELL Summer program is a full-day learning experience that combines academic instruction with fun and hands-on enrichment activities, field trips, and service projects. The program is designed to help scholars gain new academic skills and prepare to enter school in the fall ready to excel.
A day at BELL Summer starts with a healthy breakfast and community-building events. Scholars then transition into classrooms, where certified teachers and trained teaching assistants lead small-group instruction in literacy and math. BELL's staff use research-based curricula aligned to Common Core standards, and apply data from computer adaptive assessments to differentiate instruction according to scholars' unique learning needs.
After lunch, scholars rotate through a series of enrichment courses and activities focused on topics such as STEM (science, technology, engineering, and math), creative arts, and health & exercise. Examples of courses include robotics, digital music production, creative writing, drama, tennis, character development, and financial literacy.
Fridays in BELL Summer are "Mentor Fridays," which include field trips to local museums, universities, parks, or other fun destinations, as well as guest speakers and community service projects.
Click here for independent evidence of BELL Summer's impact on scholar performance.
Click here for more information via our BELL Summer Impact Reports.
Click here to see photos of BELL Summer in action!
|Hours per Day|
6.5 - 8
Days per Week
4 - 5
|Weeks per Summer|
5 - 8
|Total Hours of Learning|
120 - 320
|Scholars Served, 2014|
Grade-equivalent Gains Grade-equivalent gains are an important indicator of student success in the summer because they provide an absolute measure of growth about how much a student has progressed up the proficiency ladder at a time when most children are not engaged in structured learning activities., Reading
|Grade-equivalent Gains Grade-equivalent gains are an important indicator of student success in the summer because they provide an absolute measure of growth about how much a student has progressed up the proficiency ladder at a time when most children are not engaged in structured learning activities.,|