Effective and Promising Summer Learning Programs and Approaches for Economically-Disadvantaged Children and Youth: A White Paper for the Wallace Foundation

Terzian, Mary; Moore, Kristin Anderson; Hamilton, Kathleen

doi:10.1037/e616472009-001

Cited by 15 publications

(20 citation statements)

References 14 publications

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“…What these studies highlight is that summer learning loss is cumulative in that low-income children fall further and further behind higher-income students year on year ( Terzian et al, 2009 ). It is important to note that although we have focused on the issue of summer learning loss and the educational disadvantage this entails for poorer children, we would like to stress that lower-income families are not a homogeneous group and the relationship between poverty and educational attainment is inherently complex ( Carter-Wall and Whitfield, 2012 ).…”

Section: Summer Learning Loss and The Attainment Gapmentioning

confidence: 99%

The cost of school holidays for children from low income families

2018

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School holidays can be stressful periods for children from low-income families. Poor provision of appropriate childcare, limited access to enrichment activities, and food insecurity mean that children’s health and well-being can suffer and their learning stagnate or decline. This article examines and documents the evidence that has emerged on this topic and aims to raise its profile and the impact on children’s lives. It makes the case for further academic scrutiny of this unexamined and neglected subject.

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Section: Summer Learning Loss and The Attainment Gapmentioning

confidence: 99%

The cost of school holidays for children from low income families

2018

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“…Although holiday clubs and summer schools are well established in the USA ( 38 ), the need for some form of provision within the UK to address the phenomenon of holiday hunger, whereby children who would normally access free school meals during term time has come to the fore recently ( 25 , 26 ). The potential opportunity to provide enrichment activities for children has also been suggested.…”

Section: Discussionmentioning

confidence: 99%

Investigation of Summer Learning Loss in the UK—Implications for Holiday Club Provision

Shinwell

Defeyter

2017

Front. Public Health

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This study sought to examine whether summer learning loss occurs in spelling and word reading in a population of 77 primary school aged children aged between 5 and 10 years (37 boys, mean age 100 months, SD 18 months, and 40 girls mean age 103 months, SD 16 months) attending three schools in areas of low socioeconomic status in Scotland and the North East of England. Word reading and spelling was measured using the word reading and spelling subtests of the Wide Ranging Achievement Test. Participants were tested on three occassions: immediately before and immediately after a 7-week summer break, and again after 7-weeks of teaching. The results showed a significant main effect of time for spelling scores, F(2,136) = 21.60, p < 0.001, ηp2=0.241. Post-hoc analysis [t(73) = 4.84, p ≤ 0.001] showed that spelling scores were significantly higher at the end of the summer term (M = 26.57) than at the start of the new academic year (M = 25.38). Likewise, spelling scores after 7 weeks post return to school (M = 27.61) were significantly higher than at the start of the Autumn term, t(73) = 7.79, p ≤ 0.001. Performance in spelling declined when children returned to school immediately after the summer holiday (M = 25.38) but 7 weeks later, performance had improved beyond the baseline reported immediately before the summer break (M = 26.57) [t(73) = 4.40, p ≤ 0.001]. There was also a main effect of school in relation to spelling scores, [F(2,68) = 6.49, p < 0.05, ηp2=0.160], with children from school 2 and school 3 outperforming children from school 1. There was no signficant main effect of gender [F(1,68) = 1.47, p > 0.05, ηp2=0.021]. None of the interactions were significant. There was no main effect of time on word reading scores [F(2,136) = 1.12, p ≥ 0.05, ηp2=0.016]. However, there was a main effect of school [F(2,68) = 4.85, p ≤ 0.01, ηp2=0.125] in relation to reading scores, with children from school 2 and school 3 outperforming children from school 1. There was no significant main effect of gender [F(1,68) = 0.37, p ≥ 0.05, ηp2=0.005]. None of the interactions were significant. This is the first such study in the UK to demonstrate that after a summer break of seven weeks, summer learning loss occurred, or at least stagnation in learning, in a population of primary school aged children attending schools in areas of low SES in relation to spelling. However, after seven weeks of teaching, children caught up to and exceeded the level achieved in spelling prior to the summer break. However, the summer holiday period did not result in a loss of word reading skill, reading scores were consistent across the entire study.

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“…The school was from the very beginning designed as a multi-element summer learning program (Terzian et al 2009 ) that integrates experiential and collaborative approaches to learning (Groen et al 2006 ; Pittaway and Cope 2007 ) to increase students’ motivation, interpersonal, leadership and skills for entrepreneurship research.…”

Section: “Exploring Entrepreneurship” Summer School As a Case Of Learmentioning

confidence: 99%

Educating prospective entrepreneurship researchers: the case of a summer school as a learning community

2020

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The paper describes the case of the European entrepreneurship summer school (EESS) supported by a consortium of universities from different countries. The paper develops a set of theoretical propositions and practical recommendations for creating a learning community and space around a summer school activity in the context of a larger ecosystem encouraging students to choose a career in the respective area. The core elements building the innovativeness of the concept of this educational initiative are analyzed. First, it is the complementarity of expertise which shapes a teachers’ learning community’. Second, it is the active involvement of students achieved through preselection of motivated participants, coaching, and an individual and group work. Third, it is a creation of a safety feeling among participants to increase the mutual trust and intensive interactions among students. Forth, it is the co-opetition among students collaborating but also competing with the group-project presentations. Fifth, it is the pre-school preparation of students to achieve a minimal level of common knowledge of related concepts and techniques. The limitations of the EESS model are: (1) the international team of teachers, (2) the geographical dispersion which negatively contributes to the students’ pre-school learning community, (3) the volunteering activity of the organizers and teaching staff, which is limited by their main workload, (4) the financial model which does not allow to become sustainable without a support of the participating universities.

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Effective and Promising Summer Learning Programs and Approaches for Economically-Disadvantaged Children and Youth: A White Paper for the Wallace Foundation

Cited by 15 publications

References 14 publications

The cost of school holidays for children from low income families

The cost of school holidays for children from low income families

Investigation of Summer Learning Loss in the UK—Implications for Holiday Club Provision

Educating prospective entrepreneurship researchers: the case of a summer school as a learning community

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