Jove
Visualize
Contact Us

Related Experiment Videos

Summer learning and its implications: insights from the Beginning School Study.

Karl L Alexander1, Doris R Entwisle, Linda Steffel Olson

  • 1Department of Sociology at the Johns Hopkins University in Baltimore, Maryland, USA.

New Directions for Youth Development
|July 12, 2007
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same journal

Evaluating afterschool programs.

New directions for youth development·2014
Same journal

Cultural competence in afterschool programs.

New directions for youth development·2014
Same journal

Family, school, and community partnerships: practical strategies for afterschool programs.

New directions for youth development·2014
Same journal

Behavior management in afterschool settings.

New directions for youth development·2014
Same journal

Growth-promoting relationships with children and youth.

New directions for youth development·2014
Same journal

Moving beyond attendance: lessons learned from assessing engagement in afterschool contexts.

New directions for youth development·2014
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

The achievement gap between socioeconomic groups widens significantly during summer breaks. Addressing summer learning loss is crucial for educational equity and preventing long-term academic disadvantages.

Area of Science:

  • Educational Psychology
  • Sociology of Education
  • Public Policy

Background:

  • Persistent achievement gaps exist between affluent and disadvantaged students from early schooling.
  • These disparities are often exacerbated over time, questioning the role of schools in equalizing opportunities.

Purpose of the Study:

  • To investigate the origins of the achievement gap by examining learning patterns during school and summer periods.
  • To analyze the impact of differential summer learning on long-term educational outcomes for low socioeconomic status (SES) students.

Main Methods:

  • Review of Beginning School Study research focusing on differential summer learning.
  • Analysis of summer learning gains and losses across different socioeconomic lines.
  • Examination of correlations between summer learning differences and later schooling outcomes.

Related Experiment Videos

Main Results:

  • A substantial portion of the overall achievement gap emerges during summer vacation.
  • Students from lower SES backgrounds experience greater learning loss over the summer.
  • Differential summer learning significantly impedes the subsequent educational progress of disadvantaged students.

Conclusions:

  • Schools may not be the primary drivers of the achievement gap; summer learning loss is a critical factor.
  • Early and sustained interventions are needed to prevent the achievement gap from widening.
  • High-quality summer programming is essential to mitigate differential summer learning loss and promote educational equity.