As students return to school this fall, many of them―perhaps especially those from historically disadvantaged student groups―will be starting the academic year with achievement levels lower than where they were at the beginning of summer break. This phenomenon is sometimes referred to as summer learning loss. We review what is known about summer loss and offer suggestions for schools looking to solve the problem.
The recent studies on summer loss have been rather comprehensive. One study found that students, on average, lost between 25 - 30 percent of their school-year learning over the summer; additionally, black and Latino students tended to gain less over the school year and lose more over the summer compared to white students.
However, an analysis of the national study found little evidence of overall loss over the summers after grades K and 1, and the summer loss gaps widened in some subjects and grades but not others. Von Hippel and Hamrock re-analyzed two earlier data sets and concluded that gaps“do not necessarily ... grow fastest over the summer”. Thus, it seems summer loss occurs, though not universally across geography, grade level, or subject.
Schools want to address the issue of summer learning loss not only because it may widen achievement gaps, but also because it“wastes”so much of the knowledge students have gained during the school year. Summer loss also undoubtedly increases the amount of time teachers have to spend “re-teaching” last year's content.
Traditionally, educators and policymakers have relied on conventional summer school programs to solve summer learning loss. Not surprisingly, research suggests that programs are more effective when students attend consistently and spend more time on task academically. Regardless of the design, these policies should offer engaging options for students over the summer so that summer learning programs do not feel like punishment for students who would rather be enjoying summer vacation. Doing so would set more students up for success as the school year gets underway.
12. In writing paragraph 1, the author aims to
.
A.propose a definition | B.make a comparison |
C.present an issue | D.make an argument |
13. According to the studies, what do we know about summer learning loss?
A.Summer learning loss seemed to vary in grades and subjects. |
B.Immigrant students experienced the most summer loss. |
C.White students did not lose learning over the summer. |
D.Summer learning loss after grades K and 1 was alarming. |
14. According to the fourth paragraph, schools want to solve the problem because
.
A.it may narrow achievement gaps | B.it may stop students gaining more knowledge |
C.it may increase teachers’ new teaching content | D.it may cause repetitive work for teachers |
15. What does the author think of summer school programs?
A.The conventional programs are ineffective. | B.More choices should be provided for students. |
C.Students should do more academic tasks. | D.The programs are punishment for students. |