Sources of Variability in Summer Learning in Low-Socioeconomic-Status Schools: Teacher, Student, and Family Contributions

• In Event: Poster Session 18
  In Poster Session: Family, School, Community Partnerships SIG: Poster Session

Abstract

The ‘summer learning effect’ (SLE) where student achievement plateaus or declines is a compelling feature of literacy development in schools serving poor and ‘minority’ children. This paper first examines sources of variability at student (n=1495), classroom (n=80) and school (n=7) levels in reading achievement before and over the summer, for 9 to 13 year olds. The students were mostly from Māori (indigenous) and Pacific Islands families in low SES communities. Secondly, using the variability, high SLE and low SLE classrooms (n=8) were identified and retrospective interviews with high and low SLE students in each classroom (n=16), their parents (n=16) and their teachers (n=8) were conducted to identify existing practices by schools, students and families associated with variability in the SLE

Authors

• Rebecca Jesson, University of Auckland

• Stuart Mcnaughton, The University of Auckland

• Sophie Kercher, The University of Auckland

• Selena Hsiao, The University of Auckland

• Tone Kolose, The University of Auckland