scholarly journals Using No-Stakes Educational Testing to Mitigate Summer Learning Loss: A Pilot Study

2014 ◽  
Vol 2014 (2) ◽  
pp. 1-17 ◽  
Author(s):  
Franklin Zaromb ◽  
Rachel M. Adler ◽  
Kelly Bruce ◽  
Yigal Attali ◽  
JoAnn Rock
Keyword(s):  
Pilot Study ◽  
Summer Learning Loss ◽  
Educational Testing ◽  
Learning Loss ◽  
Summer Learning

scholarly journals Learning Landscapes: The Education Spectrum from Camps to Classrooms

2018 ◽  
Vol 13 (1-2) ◽  
pp. 4-13
Author(s):  
Lance Ozier
Keyword(s):  
Young People ◽  
Peer Relations ◽  
Sense Of Belonging ◽  
Teaching And Learning ◽  
Summer Camps ◽  
Return To School ◽  
Summer Learning Loss ◽  
Learning Loss ◽  
Summer Learning ◽  
Noncognitive Factors

Summer camps and school classrooms are intersecting institutions, both complementing the learning lives of young people. Each summer at camp children enjoy recreational, artistic, nature, and adventure programs that can help them acquire important skills that are not always or explicitly taught in the classroom. Campers practice sportsmanship, positive peer relations, social skills, and a sense of belonging. These activities develop the mindsets and noncognitive factors necessary to reduce summer learning loss and increase academic achievement when campers once again return to school as students in the fall. Including summer camps as a landscape on the education spectrum is essential to shaping more appropriate versions of teaching and learning—versions open to embracing and valuing all settings and the links that exist between these spaces.

The One about Summer Learning Loss

2021 ◽  
pp. 192-193
Author(s):  
Edward Watson ◽  
Bradley Busch
Keyword(s):  
Summer Learning Loss ◽  
Learning Loss ◽  
Summer Learning ◽  
The One

School’s Out: The Role of Summers in Understanding Achievement Disparities

2020 ◽  
pp. 000283122093728 ◽  
Author(s):  
Allison Atteberry ◽  
Andrew McEachin
Keyword(s):  
Language Arts ◽  
English Language ◽  
Basic Research ◽  
Summer Learning Loss ◽  
Learning Loss ◽  
Summer Learning ◽  
Data Set ◽  
School Year ◽  
Measurement Artifacts

Summer learning loss (SLL) is a familiar and much-studied phenomenon, yet new concerns that measurement artifacts may have distorted canonical SLL findings create a need to revisit basic research on SLL. Though race/ethnicity and socioeconomic status only account for about 4% of the variance in SLL, nearly all prior work focuses on these factors. We zoom out to the full spread of differential SLL and its contribution to students’ positions in the eighth-grade achievement distribution. Using a large, longitudinal NWEA data set, we document dramatic variability in SLL. While some students actually maintain their school-year learning rate, others lose nearly all their school-year progress. Moreover, decrements are not randomly distributed—52% of students lose ground in all 5 consecutive years (English language arts).

The Sensitivity of Teacher Value-Added Scores to the Use of Fall or Spring Test Scores

2020 ◽  
Vol 49 (5) ◽  
pp. 335-349
Author(s):  
Allison Atteberry ◽  
Daniel Mangan
Keyword(s):  
Statistical Model ◽  
Test Scores ◽  
Value Added ◽  
Summer Learning Loss ◽  
Learning Loss ◽  
Summer Learning ◽  
Statewide Testing ◽  
Grade 3 ◽  
Value Added Measures

Papay (2011) noticed that teacher value-added measures (VAMs) from a statistical model using the most common pre/post testing timeframe–current-year spring relative to previous spring (SS)–are essentially unrelated to those same teachers’ VAMs when instead using next-fall relative to current-fall (FF). This is concerning since this choice–made solely as an artifact of the timing of statewide testing–produces an entirely different ranking of teachers’ effectiveness. Since subsequent studies (grades K/1) have not replicated these findings, we revisit and extend Papay’s analyses in another Grade 3–8 setting. We find similarly low correlations (.13–.15) that persist across value-added specifications. We delineate and apply a literature-based framework for considering the role of summer learning loss in producing these low correlations.

scholarly journals More than Just Summer Reading: The Shift to "Summer Learning"

2017 ◽  
Vol 15 (1) ◽  
pp. 3
Author(s):  
Christine Caputo ◽  
Christy Estrovitz
Keyword(s):  
Low Income ◽  
Summer Learning Loss ◽  
Learning Loss ◽  
Academic Achievement Gap ◽  
Summer Learning ◽  
Summer Vacation ◽  
Summer Reading ◽  
School Year ◽  
Summer Enrichment ◽  
Historical Sites

Yay summer! At the end of every school year, children are excited to begin their summer vacations. During this time off many students also look forward to a summer enrichment camp, traveling with their families, visiting local museums and historical sites, or many other experiences.For many others, especially children and teens from low-income communities, their summer vacation is not full of learning opportunities. Research over the last several years indicates that children who do not participate in learning experiences over the summer year after year have an academic achievement gap that grows throughout the elementary and middle school years. This summer learning loss can add up to about two-thirds of the gap in reading achievement by ninth grade.

Biology Experiences in the Summer: Keeping the Faucet Flowing for All Students

2011 ◽  
Vol 73 (8) ◽  
pp. 449-452 ◽  
Author(s):  
Jeffrey J. Rozelle ◽  
Ann Haley MacKenzie
Keyword(s):  
Achievement Gap ◽  
Video Games ◽  
Science Learning ◽  
Electronic Devices ◽  
Summer Learning Loss ◽  
Television Programs ◽  
Learning Loss ◽  
Summer Learning ◽  
Hands On

In a time when electronic devices dominate students' free time, students often stop learning in the summer and instead focus on sedentary indoor activities, like video games and television programs. Sociologists have documented that, for some students, summers result in little learning and contribute to an achievement gap. To help combat "summer learning loss," teachers should implement a summer biology project to provide students with hands-on, inquiry experiences promoting science learning. Assigning long-term activities to be completed during the summer months compels students to explore the outdoors, the learning-loss flow is slowed, and students are better prepared for the start of the next school term.

Summer Learning Loss: The Evidence and a Possible Solution

1998 ◽  
Vol 13 (3) ◽  
pp. 118-122 ◽  
Author(s):  
Trevor Kerry ◽  
Brent Davies
Keyword(s):  
Summer Learning Loss ◽  
Learning Loss ◽  
Summer Learning

scholarly journals What Will Summer Look Like? Summer Learning Loss and COVID-19 Learning Gaps

2021 ◽  
Vol 19 (2) ◽  
pp. 3
Author(s):  
Matthew Boulay ◽  
Elizabeth McChesney
Keyword(s):  
Black Children ◽  
Summer Learning Loss ◽  
Learning Loss ◽  
Children Of Color ◽  
Summer Learning ◽  
Indigenous Children ◽  
One Year ◽  
The Impact ◽  
Remote Learning

Summer 2021 will likely look much different than previous summers due to the impact of the now more than one-year-long pandemic.Here we share research about summer learning loss and overlap that with emerging studies illustrating how COVID-19 closures and remote learning have compounded learning loss, all of which disproportionately impacts Black children, indigenous children, children of color, and all children who live in poverty.

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