Summer Learning and Test Score Gap Trends: New Descriptive Research, Methodological Issues, and Policy Implications

Session Type: Symposium

Abstract

Social scientists have long been interested in how students’ learning trajectories change as their social contexts shift when school is in session, versus out out-of-session, during the summer (Cooper et al., 1996). Early research suggested summer vacation was a major source of inequality in achievement outcomes between advantaged and disadvantaged students (Heyns, 1978; Entwisle & Alexander, 1992). This symposium compiles the latest research in this area. Collectively, these papers: 1) expand our understanding of current national patterns in seasonal gap trends, 2) demonstrate how measurement issues must be considered when examining these patterns, and 3) provide knowledge relevant for policymakers who must consider how summer learning affects the way in which test scores can be used for evaluation purposes.

Sub Unit

• Division L - Educational Policies and Politics / Division L - Section 7: Social Policy and Social Context

Chair

• David Quinn, University of Southern California

Discussant

• Geoffrey D. Borman, University of Wisconsin - Madison

Papers

• Trends in the Seasonal Dynamics of Test Score Gaps: Comparing Results Across Two Early Childhood Longitudinal Program–Kindergarten Cohorts - David Quinn, University of Southern California; Q. Tien Le, Los Angeles Unified School District

• Do Gaps Grow Before, During, or Between School Years? Effects of Measurement Artifacts on Estimates - Paul T. Von Hippel, The University of Texas - Austin; caitlin hamrock, The University of Texas

• Spring or Fall Annual Tests? Implications for Value-Added Models - Michael S. Hayes; Seth Gershenson; Andrew McEachin, RAND Corporation; Allison C. Atteberry, University of Colorado - Boulder