School's Out: The Role of Summers in Understanding Achievement Disparities

Autor/inn/en	Atteberry, Allison; McEachin, Andrew
Titel	School's Out: The Role of Summers in Understanding Achievement Disparities
Quelle	In: American Educational Research Journal, 58 (2021) 2, S.239-282 (44 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Atteberry, Allison) ORCID (McEachin, Andrew) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831220937285
Schlagwörter	Achievement Gap; Academic Achievement; Language Arts; Hierarchical Linear Modeling; School Role; Outcomes of Education; Mathematics Achievement; Elementary School Students + Suchen Sie Ihr Suchwort? Schulleistung; Sprachkultur; Lernleistung; Schulerfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Summer learning loss (SLL) is a familiar and much-studied phenomenon, yet new concerns that measurement artifacts may have distorted canonical SLL findings create a need to revisit basic research on SLL. Though race/ethnicity and socioeconomic status only account for about 4% of the variance in SLL, nearly all prior work focuses on these factors. We zoom out to the full spread of differential SLL and its contribution to students' positions in the eighth-grade achievement distribution. Using a large, longitudinal NWEA data set, we document dramatic variability in SLL. While some students actually maintain their school-year learning rate, others lose nearly all their school-year progress. Moreover, decrements are not randomly distributed--52% of students lose ground in all 5 consecutive years (English language arts). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01