Not only does access to programs
differ across grades and schools, but so do the opportunities to become interested in summer programs in the first place.
Given that the properties of value - added measures
differ across grades and subjects, policymakers should consider using different methods for calculating and using value - added in different grades and subjects.
Levels of intrinsic motivators — feeling efficacious and socially recognized — do not
differ across grade levels.
Provide superintendents and principals with a pedagogical framework that allows them to understand how technology use may
differ across grade levels and content areas.