Summer Learning Loss Overview

K-12 students often experience a decline in academic skills, particularly in reading and math, during summer breaks due to lack of formal instruction.

• Source: Cooper, H., et al. (1996). "The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review." Review of Educational Research, 66(3), 227-268.

Studies show students can lose 20-25% of their reading and math gains from the previous school year over the summer.

• Source: Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2007). "Lasting Consequences of the Summer Learning Gap." American Sociological Review, 72(2), 167-180.

Math skills tend to decline more than reading, as math requires consistent practice, while reading can be reinforced informally.

• Source:  Cooper, H. (2003). "Summer Learning Loss: The Problem and Some       Solutions." ERIC Digest, ED475391.

Younger students (K-5) are more prone to learning loss due to less developed study habits; middle and high school students may retain more but still regress.

• Source: Allinder, R. M., & Eicher, D. L. (1994). "Effects of Summer       Break on Math Skills of Learning Disabled and Low-Achieving Students." Learning Disabilities Research & Practice, 9(4), 209-215.

Cumulative summer losses can contribute to achievement gaps, impacting high school      graduation rates and college readiness.

• Source: Alexander, K. L., et al. (2016). "The Summer Slide: What We Know and Can Do About Summer Learning Loss." Teachers College Press.

Limited access to books, educational activities, or structured programs, and excessive screen time can exacerbate learning loss.

• Source: National Summer Learning Association. (2020). "Summer Learning Loss:       What Is It, and What Can We Do About It?".

Personal or Group Tutor, reading programs, library access, and parental involvement in educational activities can reduce or prevent losses.

• Source:  Kim, J. S., & Quinn, D. M. (2013). "The Effects of Summer       Reading on Low-Income Children’s Literacy Achievement." Review of Educational Research, 83(3), 386-431.