Literaturnachweis - Detailanzeige
Autor/in | Von Hippel, Paul T. |
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Titel | Is Summer Learning Loss Real? How I Lost Faith in One of Education Research's Classic Results |
Quelle | In: Education Next, 19 (2019) 4, S.8-14 (7 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1539-9664 |
Schlagwörter | Achievement Gap; Retention (Psychology); Low Income Students; Misconceptions; Reading Achievement; Scores; Academic Achievement; Achievement Tests; Standardized Tests; Reading Tests; Summer Programs; Extended School Year; Maryland (Baltimore); California Achievement Tests; Measures of Academic Progress |
Abstract | Every summer, the news is filled with stories about summer learning loss. The warnings sound dire: two months of math learning lost for most students every summer, and two to three months of reading learning lost for low-income students, according to the National Summer Learning Association. By the ninth grade, "summer learning loss during elementary school accounts for two-thirds of the achievement gap in reading between low-income children and their middle-income peers," the association says. There can be no doubt about it: as American children lounge poolside, watch too much television, and play too many video games, most are forgetting what they learned in school last year, and low-income students are falling even further behind. It sounds plausible. But how reliable are these claims? How many of these findings can be replicated? Is summer learning loss really a thing? The author used to be a big believer in summer learning loss. But his belief has been shaken. In this article, he describes several things that happened to challenge his faith. (ERIC). |
Anmerkungen | Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |