- Title Information
- Title
- School's Out: The Role of Summers in Understanding Achievement Disparities
- Name
- Name Part
- Allison Atteberry
- Role
- Role Term (marcrelator)
(authorityURI="http://id.loc.gov/vocabulary/relators", valueURI="http://id.loc.gov/vocabulary/relators/aut")
- author
- Name
- Name Part
- Andrew McEachin
- Role
- Role Term (marcrelator)
(authorityURI="http://id.loc.gov/vocabulary/relators", valueURI="http://id.loc.gov/vocabulary/relators/aut")
- author
- Subject
- Topic
- summer learning loss
- Subject
- Topic
- achievement inequality
- Subject (edworkp)
- Topic
- K-12 Education
- Subject (edworkp)
- Topic
- Education outside of school (after school, summer…)
- Subject (edworkp)
- Topic
- Inequality
- Origin Information
- Date Created
- 2019
- Publisher
- Annenberg Institute for School Reform at Brown University
- Abstract
- The field is generally aware of the summer learning loss (SLL) phenomenon. However key characteristics of SLL are not broadly established. What proportion of students’ school-year gains are lost in the subsequent summer? Is the magnitude of SLL generally similar across students or across grades? We describe the role summers play in the end-of-schooling achievement disparities using a unique dataset that spans eight grades, 200 million test scores, 18 million students, 50 states, and school-years 2008-2016. On average, 19% of students’ pathways from their 1st to 8th grade test-score occur during summers. We show that—even if all inequality in school-year learning rates could be eliminated, students would still end school with very different achievement due to SLL alone.
- Language
- Language Term:
Code (ISO639-2B)
- eng
- Type of Resource
- text
- Genre (aat)
- grey literature
- Related Item:
series
- Title Information
- Title
- edworkingpapers.com
- Related Item
- Identifier:
DOI
- 10.26300/2mam-bp02
- Access Condition:
use and reproduction
(href="http://rightsstatements.org/vocab/InC/1.0/")
- In Copyright