Families, Schools, and Summer Learning

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Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement (2020, background): “…indicated that there is a considerable variability in students’ learning patterns over the summer (e.g., Atteberry & McEachin, 2020; Kuhfeld et al., 2019), most of which cannot be explained by observed student and family characteristics (Borman et al., 2005; Kuhfeld, 2019; von Hippel et al., 2019).”
An intervention to improve comprehension of cause/effect through expository text structure instruction. (2014, background): “Content measures are the most common type of measure included in studies of the effects of extended periods of no instruction/no practice; thus, this latter finding is not surprising in light of the literature on the topic, which is generally pessimistic about the sustainability of instructional eff”
Do Summer Time-Use Gaps Vary by Socioeconomic Status? (2013, background): “Haveman and Wolfe (1995) and Borman et al. (2005) reviewed the theoretical literatures on the sources of such differences and the mechanisms through which such differences are likely to impact children’s development.”