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Autor/inVon Hippel, Paul T.
TitelIs Summer Learning Loss Real? How I Lost Faith in One of Education Research's Classic Results
QuelleIn: Education Next, 19 (2019) 4, S.8-14 (7 Seiten)
PDF als Volltext Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1539-9664
SchlagwörterAchievement 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
AbstractEvery 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).
AnmerkungenHoover 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 vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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