Summer Learning Loss Research Summer learning loss is a well-documented phenomenon (Allington and McGill-Franzen 2003; Bracey 2002; Heyns 1987; Luftig 2003; Malach and Rutter 2003) and many studies have shown that summer learning loss disproportionately affects disadvantaged students (Cooper et al. 1996; Alexander, Entwisle, and Olson 2007), students who are eligible to participate in the Texas ACE program.
Many researchers suggest that summer learning loss differentially impacts economically disadvantaged students because they are afforded less educational/experiential opportunities during the summer (Cooper et al. 1996). In addition, because summer learning loss accumulates over time (Cooper et al. 1996), it has been hypothesized as contributing to the persistent achievement gap between economically disadvantaged and non-disadvantaged students (Alexander, Entwisle, and Olson 2007; Cooper et al. 1996).
In addition to supporting the Texas ACE program to provide students more educational and experiential opportunities in the summer, the Regional Educational Laboratory – Southwest at Edvance is working on a randomized controlled-trial study to test a summer reading intervention which provides students with free books during the summer that are aligned with their interests and are at their reading level. Results from the study are due out this fall.
References
Alexander, K.L., Entwisle, D.R., and Olson, L.S. (2007). Lasting consequences of the summer learning gap. American Sociological Review, 72, 167–180.
Allington, R.L., and McGill-Franzen, A. (2003). The impact of summer setback on the reading achievement gap. The Phi Delta Kappan, 85, 68–75.
Bracey, G.W. (2002). Summer loss: the phenomenon no one wants to deal with. Phi Delta Kappan, 84, 12–14.
