Research conducted over the past century has uncovered a consistent pattern: regardless of socioeconomic status (SES), students appear to learn basic skills at the same rate during the school year; however, students’ preservation and continuation of these academic skills during the summer season are dramatically different. During the summer, low-SES students fall behind their higher-SES peers who have greater exposure to academic and enrichment opportunities. Dubbed “summer learning loss” or “summer slide,” this phenomenon is of increasing interest to education stakeholders committed to addressing educational disparities and supporting all students in their efforts to learn and achieve at high levels. The following research highlights this increased inquiry into summer learning opportunities and challenges.
Key Sources
Alexander, K.L., Entwisle, D.R., Olson, L. S. (2001). Schools, achievement, and inequality: A seasonal perspective. Educational Evaluation and Policy Analysis, 23:2, 171-91.
This five-year study comparesthe mathematics achievement of middle- and low-income children over the school year and the summer months using data from a representative sample of urban school children. Finds show that the increase in the achievement gap over the primary grades can be traced back to what occurs during the summer months.
Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research, 66 (3), 227-268.
This review of 39 existing studies indicates that achievement test scores decline over summer vacation. A meta-analysis of the most recent 13 studies finds the summer loss equals about one month on a grade-level equivalent scale, relative to spring test scores. The review also finds that low-SES students experience declines in reading skills over the summer months while middle-income students’ reading skills increase. This difference results in a three-month reading skill gap over the course of a single summer.
Heyns, B. (1978). Summer learning and the effects of schooling. New York: Academic Press.
One of the first comprehensive research efforts to measure the effect of summer vacation on the academic outcomes of school children. Finds a widening of the achievement gap between low-SES and high-SES students over the out-of-school summer period.
► McCombs, J.S., Augustine, C.H., Schwartz, H.L., Bodilly, S.J., McInnis, B., Lichter, D.S. & Cross, A.B. (2011). Making summer count: How summer programs can boost children’s learning. Santa Monica, CA: Rand Corporation. (PDF)
Distills findings from summer learning literature reviews, practitioner interviews, and program site visits to summarize the nature of summer slide and characteristics of programs found to be effective in decreasing seasonal learning loss. Feasibility of summer program implementation is explored and recommendations for school districts, program providers, funders, and policymakers are also discussed.
This report provides evidence that summer enrichment opportunities have a much more profound impact than previously believed on the academic achievement of young people. These losses are much greater for children from low income families than they are for other children.
