Summer Learning Losses

Does time off during the summer affect student achievement?

In a meta-analysis of research on summer learning loss, University of Missouri and Tennessee State University researchers Cooper, Charlton, Greathouse, Lindsay, and Nye found that, in general, student achievement test scores decline over summer vacation, and that summer loss equaled about one month on a grade-level equivalent scale. The effect of summer break was found to be more detrimental for mathematics than for reading and most detrimental for mathematics computation and spelling. Middle-class students appeared to gain in reading over the summer while lower-class students lost ground (1996).

Similarly, Alexander, Entwisle, and Olson, researchers at The Center for Summer Learning at Johns Hopkins University, document clear linkages between summer learning loss and achievement gaps between low- and high-socioeconomic status students (2007).

What impact do summer learning programs typically have on student achievement?

Cooper, Charlton, Valentine, and Muhlenbruck suggest that not only do students from higher-income families tend to benefit more from summer programs than disadvantaged children but that differences in students' experiences in summer programs can, in fact, increase achievement gaps.

Johns Hopkins University researchers Borman and Dowling suggest three possible reasons for this discrepancy:

1. Disadvantaged students frequently attend mandatory, remedial summer programs developed for low-achieving students who may be at risk of retention.
2. Middle-class students are more likely to attend voluntary enrichment programs that highly motivated students or their parents seek out.
3. In general, summer programs may be less structured than typical day programs, have a limited academic focus, are of short duration, have low academic expectations, and are disconnected from regular school curriculum.

What are characteristics of effective summer learning programs?

In Making the Most of Summer, researchers Fairchild, McLaughlin, and Brady of The Center for Summer Learning found that effective summer learning programs have been linked to positive outcomes for youth. Specifically, effective programs led to higher attendance and achievement during the school year, increased motivation and engagement, and increased skill development.

The researchers identified three characteristics of effective summer learning programs:

1. An intentional focus on accelerating learning.
2. Commitment to youth development.
3. A proactive approach to summer learning.

An intentional focus on accelerating learning refers to delivering quality instruction with well-organized learning activities, setting learning objectives and reinforcing academic skills, and holding and communicating high expectations for all students. Effective summer programs attend to youth development by being more holistic, not repeating school year curricula or mirroring school day structure and activities. Instead, they include an intentional focus on learning, through activities that are experiential, hands-on, and fun, blended with supportive relationships, community resources, and life skills. Effective summer programs also are aligned with the school-year program and are planned early (2006).

Fairchild, McLaughlin, and Brady also identified six characteristics of effective programs that relate to the crucial role of infrastructure to ensuring quality programming:

1. Strong, empowering leadership
2. Advanced, collaborative planning
3. Extensive opportunities for staff development
4. Strategic partnerships
5. Rigorous approach to evaluation and commitment to program improvement
6. A clear focus on sustainability and cost-effectiveness

What can parents and teachers do to reduce summer learning losses?

UCLA researchers Phillips and Chin analyzed studies related to how families, children, and teachers contribute to summer learning and summer learning loss. Their conclusions are:

• When teachers use a range of materials and approaches and provide children with ways to apply what they read and learn to other activities, it helps children maintain their skills over the summer.
• Reading with children, encouraging them to read on their own, and providing access to a wide range of new books improves children's performance on vocabulary and comprehension tests.
• Teachers should encourage parents to observe in their classroom and provide parents with information about what the class is covering and ways that parents can help children practice skills at home.

The National Center for Summer Learning has published a tip sheet for parents outlining simple strategies for keeping children sharp over the summer.

References:

Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2007). Summer learning and its implications: Insights from the Beginning School Study. New Directions for Youth Development, 114, 11–32.

Borman, G. D., & Dowling, N. M. (2006). Longitudinal achievement effects of multiyear summer school: Evidence from the Teach Baltimore randomized field trial. Educational Evaluation and Policy Analysis, 28(1), 25–48.

Cooper, H., Charlton, K., Greathouse, S., Lindsay, J. & Nye, B. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research, 66(3), 227–268.

Cooper, H., Charlton, K., Valentine, J. C., & Muhlenbruck, L. (2000). Making the most of summer school: A meta-analytic and narrative review. Monograph Series for the Society for Research in Child Development, Serial No. 260, 65(1).

Duffett, A., Johnson, Farkas, S., Kung, S. & Ott, A. (2004). All work and no play: Listening to what kids and parents really want out of out-of-school time. New York: Public Agenda.

Fairchild, R., McLaughlin, B., & Brady, J. E. (2006). Making the most of summer: A handbook on effective summer programming and thematic learning. Baltimore, MD: Center for Summer Learning at Johns Hopkins University.

National Center for Summer Learning. (nd). How to make the most of summer: What parents can do to keep kids sharp over the summer. Baltimore, MD: Author.

Phillips, M. & Chin, T. (2004). How families, children, and teachers contribute to summer learning and loss. In G.D. Borman & M. Boulay (Eds.), Summer learning: Research, policies and programs (pp. 255–278). Mahwah, NJ: Lawrence Erlbaum.