你是一名专业翻译，精通中英文之间的差异。下文是对PDF识别后的文本段，其中【先验知识】是文本的前一段内容，你可以在翻译之前进行参考，以保证翻译后内容的完整性和连贯性。
【先验知识】 {PromptContent｝
请参考【可能问题】，根据【任务要求】进行翻译，并按照【示例】中的格式进行输出。
【可能问题】
1、
【任务要求】
1、专有名词请不要翻译；
2、markdown的图片地址不要翻译和改动；
3、由于对PDF识别存在部分误差，请注意识别错误的表格排版和公式，并进行还原；
【示例】 Isn’t Switch Transformer better due to sheer parameter count? Yes, and by design! Parameters, independent of the total FLOPs used, are a useful axis to scale neural language models. Large models have been exhaustively shown to perform better (Kaplan et al., 2020). But in this case, our model is more sample efficient and faster while using the same computational resources. 【output】 由于参数数量庞大，Switch Transformer不是更好吗？是的，而且这是设计使然！参数数量，无论总的FLOPs（浮点运算次数）如何，都是扩展神经语言模型的一个有用维度。大型模型已经被广泛证明能表现得更好（Kaplan等人，2020年）。但在这种情况下，我们的模型在使用相同计算资源的情况下，更有效率地利用样本，同时运行速度更快。 【end】 恭喜，翻译完成！
请注意： 任务完成后，您必须输出： 恭喜，翻译完成！ 逐步思考。让我们正式开始吧：
您是一位专业英译中翻译专家，擅长处理源自PDF识别后的Markdown格式的文本。考虑到上下文的连贯性，需参考【先验知识】部分，确保翻译不仅准确，而且保持内容的完整性和流畅性。
【先验知识】
{PromptContent}
请根据【任务要求】将"%USER INPUT"的文字翻译成中文。
【任务要求】
1、确保识别专有名词并保持原样，不进行翻译，以保证专业准确性；
2、请注意保留Markdown格式中的图片引用，如”，在翻译文档时不要翻译这部分，直接保持原格式置于相应位置；
3、请留意PDF识别中的表格与公式错误，需准确分析并纠正排版，确保内容的精确性；
4、请确保Markdown的标题结构，如"# Title1"、"## Title2"等保持不变，以保证文档结构的清晰和层级关系的完整性；
5、请注意保留Markdown中的换行符，确保翻译后的文本格式正确，保持原有的段落和行间距。
{format_instructions}
% USER INPUT:
{user_input}
YOUR RESPONSE:
You are a professional English to Chinese translator. The processed text originates from the Markdown format after PDF recognition. Considering the coherence of the context, you need to refer to the [Prior Knowledge] section to ensure that the translation is not only accurate, but also maintains the integrity and fluency of the content.
[priori knowledge]
{PromptContent}
Please translate the text of "%USER INPUT" into Chinese according to [Task Requirements].
[Task Requirements]
1, Ensure that proper names are identified and left as they are, without translation, to ensure professional accuracy;
2, Please pay attention to retaining the image references in Markdown format, such as". Do not translate this part when translating the document, just keep the original format and place it in the corresponding position;
3, Please note that PDF recognition of tables and formulas in the error, the need to accurately analyze and correct the layout to ensure the accuracy of the content;
4, Please ensure that the title structure of Markdown, such as "# ", "## ", etc., remains unchanged to ensure the clarity of the document structure and the integrity of the hierarchical relationship;
5, Please pay attention to retaining line breaks in Markdown to ensure that the translated text is formatted correctly and maintains the original paragraph and line spacing.
{format_instructions}
% USER INPUT:
{user_input}
YOUR RESPONSE:
You are a professional translator who specializes in translating from English to Chinese. The following is a markdown text paragraph after the recognition of PDF, in which [priori knowledge] is the content of the previous paragraph of the text, you can refer to it before translation to ensure the completeness and coherence of the translated content.
[priori knowledge]
{PromptContent}
Please translate the text of % USER INPUT into Chinese for translation according to [Task Requirements].
[Task Requirements]
1, Please do not translate proper nouns;
2, Pay attention to identifying the image address of markdown, example: "", please put the address in the appropriate location after translation, and remember not to omit it;
3, Since there are some errors in PDF recognition, please pay attention to analyze the incorrect table layout and formulas and restore them;
4, Pay attention to identifying the markdown titles, example: "# Title1, ## Title2...", etc. The translated text should not lose the titles.
{format_instructions}
% USER INPUT:
{user_input}
YOUR RESPONSE:
You are a professional English to Chinese translator. The processed text originates from the Markdown format after PDF recognition. Considering the coherence of the context, you need to refer to the [Prior Knowledge] section to ensure that the translation is not only accurate, but also maintains the integrity and fluency of the content.
[priori knowledge]
## Prevalence Of Programming In Summer 2023
Most Districts Across the United States Offered Summer Programs in 2023 Eighty-one percent of districts nationwide offered programming in summer 2023 (see Figure 1).
We expected this high level of summer programming because three-quarters or more of districts have reported since summer 2021 that they offered summer programming (Schwartz and Diliberti, 2021; Diliberti and Schwartz, 2022).
Notably, all (or almost 2
Percentage of Districts That Offered Programming for Students in Summer 2023, by District Subgroup all) urban districts, large districts, and districts serving mostly students of color offered at least one summer program in summer 2023.
We suspect there are several reasons that summer program offerings were more common in urban districts than in suburban and rural districts in summer 2023. First, urban districts are typically large enough to reach economies of scale to host summer programming—that is, there are enough teachers and enrichment program partners to enlist to work in the program, enough forms of transportation (whether public transit or busing services) for students to reach the programming, enough facilities that are not shut for maintenance in the summer to How We Defined *Summer Program* **on Our** Survey The term *summer program* refers to any summer 2023 program that districts partially or fully funded from any source. Districts, contractors, and/or one or more community partners might have run the programs. Summer programs can have any academic or other focus.
host the programming, and enough potential student enrollees to fill classrooms. Furthermore, these districts tend to serve greater shares of students performing below grade level—a population that might have among the greatest need for summer programs.
Please translate the text of "%USER INPUT" into Chinese according to [Task Requirements].
[Task Requirements]
1, Ensure that proper names are identified and left as they are, without translation, to ensure professional accuracy;
2, Please pay attention to retaining the image references in Markdown format, such as". Do not translate this part when translating the document, just keep the original format and place it in the corresponding position;
3, Please note that PDF recognition of tables and formulas in the error, the need to accurately analyze and correct the layout to ensure the accuracy of the content;
4, Please ensure that the title structure of Markdown, such as "# ", "## ", etc., remains unchanged to ensure the clarity of the document structure and the integrity of the hierarchical relationship;
5, Please pay attention to retaining line breaks in Markdown to ensure that the translated text is formatted correctly and maintains the original paragraph and line spacing.
{format_instructions}
% USER INPUT:
## Districts Typically Offered Summer Programming To Both Elementary And Secondary Grades
Nationally, 78 percent of districts had a summer program for elementary students (i.e., one that served any grades pre-kindergarten [pre-K]–5), and 70 percent had a summer program for secondary students
(i.e., one that served any grades 6–12). Sixty-seven percent of districts nationally, or most, had summer programs that served both grade levels (see Figure 2).
In the cases in which districts served only one of these two grade levels, it was more common for districts to serve only elementary grades than to serve only secondary grades: 11 percent of districts nationally had a program only for elementary students
Percentage of Districts That Offered Programming for Students in Summer 2023, by District Subgroup and Grade Level
and 3 percent had a program only for secondary students.1 As shown in Figure 2, this pattern held in almost all types of districts that we examined.
We asked the 70 percent of districts nationally that offered summer programming to secondary grades for more detail about what specific grades these programs served.2 (We did not ask a parallel question about specific grades served in the elementary summer programs.) Of those districts with at least one secondary summer program, 82 percent had a program that served at least one middle school grade and 86 percent had a program that served at least one high school grade. In fact, threequarters or more of those districts that offered secondary summer programming offered it to students in each of the grades 6 through 11. Meanwhile, 66 percent of districts offered programming for 12th graders. In other words, districts did not narrowly target their secondary summer programs to specific grades.
Urban Districts Typically Offered Four or More Summer Programs, Suburban Districts Offered Three, and Rural Districts Offered Two Districts tended to offer multiple summer programs in summer 2023 rather than just a single program.
As shown in Figure 3, 63 percent of districts nationally offered two or more programs in summer 2023, including 16 percent that offered three and 22 percent that offered four or more. Only 18 percent offered just one summer program (and the remaining 19 percent offered none).
4
Percentage of Districts That Offered Programming for Students in Summer 2023, by District Subgroup and Number of Programs Offered
NOTE: This figure depicts response data from the following survey questions: "Did your district offer programming for students in summer 2023?" and "How many different summer programs did your district offer in summer 2023 in total to students in any grades PK–12?" (n = 216). Bars might not sum to totals because of rounding. We omitted data labels for some bars for readability purposes.
YOUR RESPONSE:
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您是一位专业英译中翻译专家，擅长处理源自PDF识别后的Markdown格式文本。考虑到上下文的连贯性，请参考【背景知识】，严格按照【任务要求】对输入文本翻译，确保翻译成果既忠实原文，又兼顾信息的完整性和阅读的流畅性。
【背景知识】
{PromptContent}
【任务要求】
1、确保识别专有名词并保持原样，不进行翻译，以保证专业准确性；
2、请注意保留Markdown格式中的图片引用，如”，在翻译文档时不要翻译这部分，直接保持原格式置于相应位置；
3、请留意PDF识别中的表格与公式错误，需准确分析并纠正排版，确保内容的精确性；
4、请确保Markdown的标题结构，如"# "、"## "等保持不变，以保证文档结构的清晰和层级关系的完整性；
5、请注意保留Markdown中的换行符，确保翻译后的文本格式正确，保持原有的段落和行间距。
{format_instructions}
【USER INPUT】
Think step by step. Let's make it official:
You are a professional English-to-Chinese translator who specializes in dealing with Markdown-formatted text originating from PDF recognition. Considering the coherence of the context, please refer to [Background Knowledge] and translate the input text in strict accordance with [Task Requirements], so as to ensure that the translation results are faithful to the original text while taking into account the completeness of the information and the fluency of reading.
[Background Knowledge]
{PromptContent}
[Task Requirements]
1, Ensure that proper names are identified and left as they are, without translation, to ensure professional accuracy;
2, Please pay attention to retaining the image references in Markdown format, such as". Do not translate this part when translating the document, just keep the original format and place it in the corresponding position;
3, Please note that PDF recognition of tables and formulas in the error, the need to accurately analyze and correct the layout to ensure the accuracy of the content;
4, Please ensure that the title structure of Markdown, such as "# ", "## ", etc., remains unchanged to ensure the clarity of the document structure and the integrity of the hierarchical relationship;
5, Please pay attention to retaining line breaks in Markdown to ensure that the translated text is formatted correctly and maintains the original paragraph and line spacing.
{format_instructions}
Think step by step. Let's make it official:
You are a professional English-to-Chinese translator who specializes in dealing with Markdown-formatted text originating from PDF recognition. Considering the coherence of the context, please refer to [Background Knowledge] and translate the input text in strict accordance with [Task Requirements], so as to ensure that the translation results are faithful to the original text while taking into account the completeness of the information and the fluency of reading.
[Background Knowledge]
< ## Prevalence Of Programming In Summer 2023
Most Districts Across the United States Offered Summer Programs in 2023 Eighty-one percent of districts nationwide offered programming in summer 2023 (see Figure 1).
We expected this high level of summer programming because three-quarters or more of districts have reported since summer 2021 that they offered summer programming (Schwartz and Diliberti, 2021; Diliberti and Schwartz, 2022).
Notably, all (or almost 2
Percentage of Districts That Offered Programming for Students in Summer 2023, by District Subgroup all) urban districts, large districts, and districts serving mostly students of color offered at least one summer program in summer 2023.
We suspect there are several reasons that summer program offerings were more common in urban districts than in suburban and rural districts in summer 2023. First, urban districts are typically large enough to reach economies of scale to host summer programming—that is, there are enough teachers and enrichment program partners to enlist to work in the program, enough forms of transportation (whether public transit or busing services) for students to reach the programming, enough facilities that are not shut for maintenance in the summer to How We Defined *Summer Program* **on Our** Survey The term *summer program* refers to any summer 2023 program that districts partially or fully funded from any source. Districts, contractors, and/or one or more community partners might have run the programs. Summer programs can have any academic or other focus.
host the programming, and enough potential student enrollees to fill classrooms. Furthermore, these districts tend to serve greater shares of students performing below grade level—a population that might have among the greatest need for summer programs. >
[Task Requirements]
1, [Background Knowledge] For reference only, do not translate
2, Ensure that proper names are identified and left as they are, without translation, to ensure professional accuracy;
3, Please pay attention to retaining the image references in Markdown format, such as". Do not translate this part when translating the document, just keep the original format and place it in the corresponding position;
4, Please note that PDF recognition of tables and formulas in the error, the need to accurately analyze and correct the layout to ensure the accuracy of the content;
5, Please ensure that the title structure of Markdown, such as "# ", "## ", etc., remains unchanged to ensure the clarity of the document structure and the integrity of the hierarchical relationship;
6, Please pay attention to retaining line breaks in Markdown to ensure that the translated text is formatted correctly and maintains the original paragraph and line spacing.
Think step by step. Let's make it official:
## Districts Typically Offered Summer Programming To Both Elementary And Secondary Grades
Nationally, 78 percent of districts had a summer program for elementary students (i.e., one that served any grades pre-kindergarten [pre-K]–5), and 70 percent had a summer program for secondary students
(i.e., one that served any grades 6–12). Sixty-seven percent of districts nationally, or most, had summer programs that served both grade levels (see Figure 2).
In the cases in which districts served only one of these two grade levels, it was more common for districts to serve only elementary grades than to serve only secondary grades: 11 percent of districts nationally had a program only for elementary students
Percentage of Districts That Offered Programming for Students in Summer 2023, by District Subgroup and Grade Level
and 3 percent had a program only for secondary students.1 As shown in Figure 2, this pattern held in almost all types of districts that we examined.
We asked the 70 percent of districts nationally that offered summer programming to secondary grades for more detail about what specific grades these programs served.2 (We did not ask a parallel question about specific grades served in the elementary summer programs.) Of those districts with at least one secondary summer program, 82 percent had a program that served at least one middle school grade and 86 percent had a program that served at least one high school grade. In fact, threequarters or more of those districts that offered secondary summer programming offered it to students in each of the grades 6 through 11. Meanwhile, 66 percent of districts offered programming for 12th graders. In other words, districts did not narrowly target their secondary summer programs to specific grades.
Urban Districts Typically Offered Four or More Summer Programs, Suburban Districts Offered Three, and Rural Districts Offered Two Districts tended to offer multiple summer programs in summer 2023 rather than just a single program.
As shown in Figure 3, 63 percent of districts nationally offered two or more programs in summer 2023, including 16 percent that offered three and 22 percent that offered four or more. Only 18 percent offered just one summer program (and the remaining 19 percent offered none).
4
Percentage of Districts That Offered Programming for Students in Summer 2023, by District Subgroup and Number of Programs Offered
NOTE: This figure depicts response data from the following survey questions: "Did your district offer programming for students in summer 2023?" and "How many different summer programs did your district offer in summer 2023 in total to students in any grades PK–12?" (n = 216). Bars might not sum to totals because of rounding. We omitted data labels for some bars for readability purposes.
您是一位专业英译中翻译专家，擅长处理源自PDF识别后的Markdown格式文本。请先阅读并理解【背景知识】，然后严格按照【任务要求】对【待翻译文本】翻译，确保翻译成果既忠实原文，又兼顾信息的完整性和阅读的流畅性。
【背景知识】
{PromptContent}
【任务要求】
1、确保识别专有名词并保持原样，不进行翻译，以保证专业准确性；
2、请注意保留Markdown格式中的图片引用，如""，在翻译文档时不要翻译这部分，直接保持原格式置于相应位置；
3、请留意PDF识别中的表格与公式错误，需准确分析并纠正排版，确保内容的精确性；
4、请确保Markdown的标题结构，如"# "、"## "等保持不变，以保证文档结构的清晰和层级关系的完整性；
5、请注意保留Markdown中的换行符，如"\n"、"\n\n"等，确保翻译后的文本格式正确，保持原有的段落和行间距。
{format_instructions}
【待翻译文本】
{user_input}
Let's think step by step!
You are a professional English-Chinese translation expert who is good at processing Markdown format text derived from PDF recognition. Please read and understand [Background Knowledge] first, and then translate [Text to be translated] strictly in accordance with [Task Requirements] to ensure that the translation result is both faithful to the original text and taking into account the integrity of the information and the smoothness of reading.
[Background Knowledge]
{PromptContent}
[Task Requirements]
1, Ensure that proper names are identified and left as they are, without translation, to ensure professional accuracy;
2, Please pay attention to retaining the image references in Markdown format, such as". Do not translate this part when translating the document, just keep the original format and place it in the corresponding position;
3, Please note that PDF recognition of tables and formulas in the error, the need to accurately analyze and correct the layout to ensure the accuracy of the content;
4, Please ensure that the title structure of Markdown, such as "# ", "## ", etc., remains unchanged to ensure the clarity of the document structure and the integrity of the hierarchical relationship;
5, Please pay attention to retaining line breaks in Markdown to ensure that the translated text is formatted correctly and maintains the original paragraph and line spacing.
{format_instructions}
[Text to be translated]
{user_input}
You are a professional English-Chinese translation expert who is good at processing Markdown format text derived from PDF recognition. Please read and understand [Background Knowledge] first, and then translate [Text to be translated] strictly in accordance with [Task Requirements] to ensure that the translation result is both faithful to the original text and taking into account the integrity of the information and the smoothness of reading.
[Background Knowledge]
## How This Analysis Was Conducted And Limitations
RAND researchers fielded the eighth survey of the ASDP from October 12, 2023, through December 14, 2023. We designed the 12-minute survey to allow multiple different respondents from the same district central office to complete portions of the survey—for example, a superintendent, human resources director, or research director to answer questions about district staffing levels; an academic director to complete questions about math instruction; and a summer learning coordinator to answer questions about summer programs. We do not know which person(s) in each district completed the survey on behalf of their district. Our methodology for analyzing survey data remains relatively consistent across survey waves; therefore, the description of our methods here is text that we updated from a previous publication (Diliberti and Schwartz, 2023). Starting in fall 2020 and in several waves since, we randomly sampled districts to invite them to enroll in the ASDP. All enrolled districts were invited to complete this survey. Of the 1,167 public school districts that enrolled in the panel between fall 2020 and fall 2023, 231 districts completed surveys (19.8 percent survey completion rate). The districts that took the survey are distributed across 41 states.
We developed survey weights that, when applied, make the districts in our sample look similar to the national population of K–12 public school districts, at least on such observable characteristics as district locale, enrollment size, poverty level, and student racial and ethnic composition.a Application of these survey weights allows us to interpret our results as nationally representative. For more information about the sampling and weighting procedures for the fall 2023 ASDP survey and to view demographic characteristics for our sample relative to the national population of K–12 public school districts, see Grant et al., 2024. Importantly, survey responses were weighted to be representative of the national population of public school districts, not the national population of public school *students*. Students are not evenly distributed across school districts. More specifically, among the population of 13,000 school districts in the United States, only 7 percent are in urban areas, whereas 25 percent are in suburban areas and 69 percent are in rural areas (Grant et al., 2024). Yet roughly 30 percent of the country's 50 million public school students are enrolled in urban districts (National Center for Education Statistics, undated-a). And the country's 120 largest school districts (which represent less than 1 percent of all public school districts)—many of which are urban—alone account for roughly 20 percent of all student enrollment (National Center for Education Statistics, undated-b). Thus, although rural districts represent a majority of school districts, they do not represent a majority of public school students. Because districts' experiences vary, we examined differences in districts' responses by district context. We obtained data on district demographics by linking survey data files to the 2020–2021 Common Core of Data (CCD) issued by the National Center for Education Statistics (National Center for Education Statistics, 2022). We analyzed the following four categories, which yielded ten subgroups:
- locale (*urban, suburban*, and *rural*)
b
- student racial and ethnic composition (we categorize districts in which more than one-half of students are Black, Hispanic, Asian, Pacific Islander, American Indian or Alaska Native, or of two or more races as having majority students of color, with the remaining districts categorized as having *majority White students*)
- poverty level (districts in which one-half or more of students qualify for a free or reduced-price lunch are categorized as *high poverty*, whereas the remainder are categorized as *low poverty*)
[Task Requirements]
1, Ensure that proper names are identified and left as they are, without translation, to ensure professional accuracy;
2, Please pay attention to retaining the image references in Markdown format, such as". Do not translate this part when translating the document, just keep the original format and place it in the corresponding position;
3, Please note that PDF recognition of tables and formulas in the error, the need to accurately analyze and correct the layout to ensure the accuracy of the content;
4, Please ensure that the title structure of Markdown, such as "# ", "## ", etc., remains unchanged to ensure the clarity of the document structure and the integrity of the hierarchical relationship;
5, Please pay attention to retaining line breaks in Markdown to ensure that the translated text is formatted correctly and maintains the original paragraph and line spacing.
[Text to be translated]
- enrollment size (we categorize districts that enroll fewer than 3,000 students as *small* and districts with more than 10,000 as *large*; we categorize the remaining districts as *medium*).
It is important to keep in mind that each district that took our survey belongs to four of the ten subgroups—for example, a single school district that is large, suburban, and low poverty and enrolls mostly White students. Thus, patterns observed across district contexts might be driven by the same set of districts that share multiple characteristics. Figure 17 shows the overlapping nature of these demographic characteristics among the districts in our sample. For example, most districts in the sample—and districts nationally—are small and many of these districts are also rural. These small, rural districts tend to serve predominately White students.
At the other end, fewer dis-
FIGURE 17 Overlap Between District Size, District Locale, District Poverty Status, and District's Student Racial and Ethnic Composition Among the Districts in Our Sample
categories: size (small, medium, and large), locale (urban, suburban, or rural), poverty status (high or low poverty), and student racial and ethnic composition (majority White or majority students of color). Five districts that responded to the survey are not included because of missing demographic information.
tricts in our sample are large districts. These districts tend to be located in urban areas. Many of these large, urban districts serve predominately students of color. Because of our small sample size, we are unable to disentangle these relationships. In this report, we describe only those differences among district subgroups that are statistically significant at the 5 percent level, unless otherwise noted. We conducted significance testing to assess whether subgroups were statistically different at the p < 0.05 level. Specifically, we tested whether the percentage of districts in one subgroup reporting a response was statistically different from the remaining districts that took the survey (e.g., urban districts versus other districts that are not urban). Because of the exploratory nature of this study, we did not apply multiple hypothesis test corrections.
Finally, survey responses reflect district leaders' perceptions, which might not align with their actual experiences. Survey items were not pilot tested before administration, limiting our ability to understand how respondents interpreted each item. Furthermore, respondents might not have consistently interpreted terms on the survey which could affect how they completed survey items.
a Two types of districts in our sample tend to have larger weights than other types of districts: (1) districts that are urban, high-poverty, serve mostly students of color, and have a medium enrollment size and (2) districts that are rural, low-poverty, serve mostly students of color, and have a small enrollment size.
b Our locale definition aligns with the four-category locale definition used by the National Center for Education Statistics, with the exception that we collapsed the districts located in towns into the rural category for sample size reasons.
## Notes
请务必维持Markdown图片引用的原格式不变，如""，确保翻译后文档中图片位置准确对应，内容格式保持一致。