The purpose of this mixed methods study was to analyze a First Grade Summer Jumpstart program after the first year of implementation to evaluate the effectiveness of the program to positively impact academic achievement in reading and math for first grade students. In order to achieve this overall objective, the following research questions framed this study: 1. To what extent did the First Grade Summer Jumpstart program impact reading and math achievement for all attendees compared to students with similar demographics who did not attend the program? 2. To what extent did the First Grade Summer Jumpstart program impact reading and math achievement for students that were from low socioeconomic families compared to students with similar demographics who did not attend the program? 3. What are perceived benefits of the First Grade Summer Jumpstart program for participants? 4. What are the perceived challenges or opportunities to improve the First Grade Summer Jumpstart program? This mixed method study investigated the effectiveness of a First Grade Summer Jumpstart program by analyzing archived data, open-ended survey data, focus group interview data, and individual interview data. Teachers and administrators who directly recommended students for the program, designed the program, taught in the program, or had students in their first-grade class that participated in the program during the first year of implementation were invited to participate in the study. The quantitative data showed different outcomes to the extent that the First Grade Summer Jumpstart program had on reading and math achievement. The quantitative data revealed no significant difference between the participants of the program and the non-participants. When analyzing the outcomes for the low socioeconomic students that participated in the First Grade Summer Jumpstart program to non-participants, the data again demonstrated no significant difference between the participants and non-participants of the program. On the other hand, when examining the perceptions of the teachers in the qualitative part of the study, it was perceived that the students maintained or made growth during the program when using the kindergarten fourth quarter report card as a common assessment for the First Grade Summer Jumpstart program. After analyzing the quantitative and qualitative data, nine recommendations for educators to improve summer learning programs through a continuous improvement cycle are suggested. Following the recommendations for educators, there are three recommendations for future researchers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]