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.

Multi-Track Year-Round Schooling as Cost Saving Reform: Not Just a Matter of Time

2013 ◽  
Vol 8 (3) ◽  
pp. 300-315 ◽  
Author(s):  
Jennifer Graves ◽  
Steven McMullen ◽  
Kathryn Rouse
Keyword(s):  
High Risk ◽  
Large Scale ◽  
Summer Learning Loss ◽  
Learning Loss ◽  
Summer Learning ◽  
Policy Makers ◽  
Year Round School ◽  
School Calendars ◽  
The Face ◽  
The Impact

In the face of school crowding and fears about inequality-inducing summer learning loss, many schools have started to adopt multi-track year-round school calendars, which keep the same number of school days, but spread them more evenly across the calendar year. This change allows schools to support a larger student population by rotating which students are on break at any point in time. While year-round schooling can save money, the impact on academic achievement is uncertain and only recently have large-scale studies become available for policy makers. This brief examines research on the effects of multi-track year-round schooling, focusing on two rigorously executed case studies. This research gives little support for claims that year-round schooling will boost student achievement. Except as a remedy for highly over-crowded schools, year-round schooling seems to have little impact on achievement, and has even been shown to decrease achievement, especially among the most high-risk student populations.

The Impact of Summer Learning Loss on Measures of School Performance

2017 ◽  
Vol 12 (4) ◽  
pp. 468-491 ◽  
Author(s):  
Andrew McEachin ◽  
Allison Atteberry
Keyword(s):  
School Quality ◽  
Value Added ◽  
School Level ◽  
Summer Learning Loss ◽  
Learning Loss ◽  
Education Policies ◽  
Summer Learning ◽  
School Year ◽  
Value Added Models ◽  
The Impact

State and federal accountability policies are predicated on the ability to estimate valid and reliable measures of school impacts on student learning. The typical spring-to-spring testing window potentially conflates the amount of learning that occurs during the school year with learning that occurs during the summer. We use a unique dataset to explore the potential for students’ summer learning to bias school-level value-added models used in accountability policies and research on school quality. The results of this paper raise important questions about the design of performance-based education policies, as well as schools’ role in the production of students’ achievement.

scholarly journals School's Out

Elements ◽  
2021 ◽  
Vol 16 (1) ◽  
pp. 39-52
Author(s):  
Charlie Power
Keyword(s):  
United States ◽  
Low Income ◽  
Education System ◽  
The United States ◽  
Current Evidence ◽  
Learning Loss ◽  
Summer Learning ◽  
Elementary And Secondary Education ◽  
Heated Debate ◽  
The Impact

The debate over the future direction of elementary and secondary education in the United States is fractious and contentious. Many of these are rooted in concerns over disparities in financial circumstances and race. While the full extent of the gaps, in addition to the United States' mediocre education system relative to other industrialized nations, has been a subject of frequent research and heated debate, one crucial component of this divide has yet to be analyzed: summer learning loss. This paper will closely analyze published literature in order to analyze the impact of summer education loss. Additionally, this paper will argue that summer learning varies by socioeconomic status (SES), with low-income populations gradually regressing over the years. This phenomenon has ramifications on students' achievement and explains the disparities that accumulate over a student's educational career. Finally, based on current evidence, this paper will make policy recommendations on how to change the current education system to better address summer's inherent inequities. 

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.

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