Freedom Schools as a Resolve for Summer Learning Loss

• In Event: Liberatory Pedagogies in Freedom Schools

Abstract

One of the most notable differences that Freedom Schools offer, both historically and contemporarily, is increased access to culturally relevant curriculum and critical literacy in comparison to traditional models. This increased access results in higher favorability in reading and, as a result, students’ reading outcomes when enrolled in Freedom Schools differ significantly. Research has found that students from low-income backgrounds, urban, and/or rural communities are at even greater risk of summer learning loss because of their minimal access to academic enrichment programs (Alexander et. al, 2016; Quinn et. al, 2016). Allington (2010) reports that students can lose six to nine months of classroom instruction when not engaged in academically rigorous programming during the summer. While students from low socioeconomic backgrounds experience a lack of academic growth over the summer, their suburban or middle-class counterparts who have opportunities due to social affluence and economic access are able to continue their learning (Lareau, 2011).
Even though research and practice has proven the significant impact summer enrichment programming can have on students’ academic outcomes, the challenge lies in providing these high-quality opportunities as a result of budgetary restrictions to federal/state allocated funds, logistical requirements for developing and maintaining summer operations, and limited research on the cost effectiveness of summer learning programs (Alexander et. al, 2007; McCombs, 2011). Programs like Freedom Schools address this critical need by providing an opportunity to maintain or improve academic outcomes during the summer months at no cost to participants or their families. The purpose of this study was to examine the impact of the program on 128 urban middle school students’ reading achievement using Johns (2005) Basic Reading Inventory, specifically in reading fluency and comprehension, regarding three iterations of the program over a three-year time span. The research questions focused on examining how Freedom Schools instructional measures increased fluency, sight word recognition, and comprehension amongst middle school students in Central Texas.
Findings revealed that Freedom School participants increased their independent and instructional fluency reading levels. In addition, in all categories of the assessment, students’ scores demonstrated improvement, however, sight-word analysis and comprehension questioning proved to be the most significant. This finding supports the work of Bui and Fagan (2013) who noted how the use of multicultural books positively impacts reading gains, most notably word recognition and reading comprehension. This study is significant for a variety of reasons. First, although the program is only 30 days in length, the nearly three hours of daily reading intervention seems to be an effective means of increasing fluency amongst participants. Second, the results support findings from existing literature regarding the major impact the program has made on middle school students’ reading achievement. This study, too, solidifies the notion that Freedom Schools programming reduces summer learning loss amongst participants, most notably in the middle school grade levels.

Author

• Lakia M Scott, Baylor University