Summer learning loss (SLL) is a familiar and much-studied phenomenon, yet new concerns that measurement artifacts distorted canonical SLL findings create a need to revisit basic research on SLL. Though race/ethnicity and SES 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 Northwest Evaluation Association dataset, 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 (ELA).
School's Out: The Role of Summers in Understanding Achievement Disparities
Keywords
summer learning loss, achievement inequities, role of schools in achievement
Education level
Topics
Document Object Identifier (DOI)
10.26300/2mam-bp02
EdWorkingPaper suggested citation:
Atteberry, Allison, and Andrew McEachin. (). School's Out: The Role of Summers in Understanding Achievement Disparities. (EdWorkingPaper:
-82). Retrieved from
Annenberg Institute at Brown University: https://doi.org/10.26300/2mam-bp02Published Edworkingpaper:
(2020). School's Out: The Role of Summers in Understanding Achievement Disparitieshttps://doi.org/10.3102/0002831220937285Related Resources from the EdExchange
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