Some parents and teachers worry that, during the summer, kids will forget much of what they learned during the school year. But new research shows that those fears may not be based on fact, especially when it comes to learning loss for kids who come from socioeconomically disadvantaged families.
Newsworthy by Faculty Member
Newsworthy for von Hippel, Paul
Differences in summer enrichment between poor and wealthy students may not contribute much to long-term achievement gaps, according to a new analysis. Researcher Paul von Hippel set out to replicate the landmark 1982 Beginning School Study, which tracked more than 800 Baltimore schoolchildren from kindergarten through grade 8. That study found reading achievement gaps between high- and low-poverty schools widened each summer, ultimately tripling the size of their reading gaps from the start of primary school to the end of middle school in 1990.
Parents, what I’m about to tell you might blow your mind. The “summer slide” — that idea that kids lose a month or two of learning in the summer if they don’t practice reading and math — probably isn’t real.
For decades parents have fretted over the dreaded "summer slide." Kids forgetting almost everything they've learned while enjoying their break from school. A University of Texas professor looked into the theory and found something interesting.
A UT Austin professor says summer learning loss may not be as much of a concern as parents and teachers have previously thought. "Those claims are based on a single study from the 1980s," said Paul von Hippel of the LBJ School of Public Affairs.
It's that time of year again — we'll soon hear warnings about summer learning loss, which disproportionately affects low-income students and is responsible for an astounding two-thirds of the achievement gap by the end of eighth grade. These stories are remarkable. But the most remarkable thing about them is that they may not be true, says the LBJ School's Paul von Hippel.
In a study released Tuesday by Education Next, a scholarly journal about education policy and reform, scholars counter the decades-old theory that students — especially minorities and those in poverty — are more apt to lose months’ worth of knowledge each summer.
A new study questions the belief and the dire warnings that the achievement gap between rich and poor kids widens over the summer and can only be narrowed by summer learning opportunities.
As the Montgomery school system prepares to launch a pilot program for longer school years at two elementary schools, a new study challenges the pilot's foundation that students from high-poverty families are more likely to regress academically in the summer months. In a study released Tuesday by EducationNext, a scholarly journal about education policy and reform, scholars counter the decades-old theory that students — especially minorities and those in poverty — are more apt to lose months' worth of knowledge each summer.
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