School’s Out for Summer: Pervasiveness and Magnitude of Summer Learning Loss

• In Event: 523 - Section on Sociology of Education Refereed Roundtable Session and Business Meeting
  In Refereed Roundtable 60min: Table 12. School Context and Characteristics: Session III

Abstract

K-12 schools in the United States commonly operate on a school calendar that includes a 12 week “summer break” where children do not attend school. Policymakers, researchers, and educators have expressed concern that children may experience a substantial loss in academic skill during the long summer break. Given the concern over this issue it is surprising we have little empirical evidence regarding the pervasiveness and magnitude of summer learning loss in children’s mathematics and reading skills. Two recently available data sources contain measurements of children’s academic skills at the beginning and end of each school year allowing us to investigate these issues from Kindergarten through 2nd grade (Early Childhood Longitudinal Study- Kindergarten Cohort of 2011) and 3rd through 5th grades (Northwest Evaluation Association). Using multilevel growth models that capture rates of achievement gains/losses during the school year and summer, we assess the average amount of skill students lose over the summer months. In addition, we assess what percentage of students return to school in the fall with discernibly lower skills than they had in the spring of the previous school year.

Authors

• Joseph Workman, University of Oxford

• Joseph Merry, Furman University