Lasting Consequences of the Summer Learning Gap

Autor/inn/en	Alexander, Karl L.; Entwisle, Doris R.; Olson, Linda Steffel
Titel	Lasting Consequences of the Summer Learning Gap
Quelle	In: American Sociological Review, 72 (2007) 2, S.167-180 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1224
DOI	10.1177/000312240707200202
Schlagwörter	Achievement Gap; Family Environment; Context Effect; Socioeconomic Status; Grade 9; Summer Programs; Elementary Education; High Schools; Track System (Education); Dropouts; College Attendance; Achievement Gains; Grade 1; Educational Policy + Suchen Sie Ihr Suchwort? Familienmilieu; Socio-economic status; Sozioökonomischer Status; School year 09; 9. Schuljahr; Schuljahr 09; Sommerkurs; Elementarunterricht; High school; Oberschule; Leistungsgruppe; Leistungsdifferenzierung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Achievement gain; Leistungssteigerung; School year 01; 1. Schuljahr; Schuljahr 01; Politics of education; Bildungspolitik
Abstract	Prior research has demonstrated that summer learning rooted in family and community influences widens the achievement gap across social lines, while schooling offsets those family and community influences. In this article, we examine the long-term educational consequences of summer learning differences by family socioeconomic level. Using data from the Baltimore Beginning School Study youth panel, we decompose achievement scores at the start of high school into their developmental precursors, back to the time of school entry in 1st grade. We find that cumulative achievement gains over the first nine years of children's schooling mainly reflect school-year learning, whereas the high SES-low SES achievement gap at 9th grade mainly traces to differential summer learning over the elementary years. These early out-of-school summer learning differences, in turn, substantially account for achievement-related differences by family SES in high school track placements (college preparatory or not), high school noncompletion, and four-year college attendance. We discuss implications for understanding the bases of educational stratification, as well as educational policy and practice. (Contains 4 tables and 9 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10