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This book is an authoritative examination of summer learning loss, featuring original contributions by scholars and practitioners at the forefront of the movement to understand—and stem—the “summer slide.” The contributors provide an up-to-date account of what research has to say about summer learning loss, the conditions in low-income children’s homes and communities that impede learning over the summer months, and best practices in summer programming with lessons on how to strengthen program evaluations. The authors also show how information on program costs can be combined with student outcome data to inform future planning and establish program cost-effectiveness. This book will help policymakers, school administrators, and teachers in their efforts to close academic achievement gaps and improve outcomes for all students. Book Features: Empirical research on summer learning loss and efforts to counteract it. Original contributions by leading authorities. Practical guidance on best practices for implementing and evaluating strong summer programs. Recommendations for using program evaluations more effectively to inform policy. Contributors: Emily Ackman, Allison Atteberry, Catherine Augustine, Janice Aurini, Amy Bohnert, Geoffrey D. Borman, Claudia Buchmann, Judy B. Cheatham, Barbara Condliffe, Dennis J. Condron, Scott Davies, Douglas Downey, Ean Fonseca, Linda Goetze, Kathryn Grant, Amy Heard, Michelle K. Hosp, James S. Kim, Heather Marshall, Jennifer McCombs, Andrew McEachin, Dorothy McLeod, Joseph J. Merry, Emily Milne, Aaron M. Pallas, Sarah Pitcock, Alex Schmidt, Marc L. Stein, Paul von Hippel, Thomas G. White, Doris Terry Williams, Nicole Zarrett “A comprehensive look at what’s known about summer’s impact on learning and achievement. It is a wake-up call to policymakers and educators alike” —Jane Stoddard Williams, Chair, Horizons National “Provides the reader with everything they didn’t know about summer learning loss and also provides information on everything we do know about eliminating summer learning loss. Do your school a favor and read this book and then act upon what you have learned.” —Richard Allington, University of Tennessee
Don't go down the summer slide! Climb to the top with EP "Climb the Summer Slide" books. This level covers what the students learned in math, reading, and language arts in EP's first level. They will read a short excerpt each day from one of the books from EP's first level. For math they will practice facts as well as concepts such as time, money, fractions, and patterns. Finally, for language arts they will practice capitalization, punctuation, contractions, and spelling.Not enough to be a burden, just enough to keep the brain from slumping into a long summer snooze! There's one page for each of forty days. The pages are numbered with a countdown to help them keep going to the last page.
Don't go down the summer slide! Climb to the top with EP "Climb the Summer Slide" books. This level covers what the students learned in math, reading, and language arts in EP's second level. They will read a short excerpt each day from one of the books from EP's second level. For math they will practice facts as well as adding and subtracting with tens and ones. They will practice concepts such as time, money, fractions, and patterns. Finally, for language arts they will practice capitalization, punctuation, contractions, and spelling.Not enough to be a burden, just enough to keep the brain from slumping into a long summer snooze! There's one page for each of forty days. The pages are numbered with a countdown to help them keep going to the last page.
During the summer months, students who make progress during the school year often lose valuable information. This regression is known as ?the summer slide? (Borman, Benson & Overmann, 2005). The biggest discrepancy is between students of low SES and students of high SES. Students from low income families may not have the resources, access to literature, and same opportunities during the summer months. While their financially more well off peers may be making academic gains over the summer months, the lowest income students have shown to regress the most during this time off from school. Educators and administration are asking what can be done, but unfortunately the answer is usually hindered by the cost. Some school systems offer summer learning programs to their students, but many cannot afford to do this. For school systems that cannot afford instructional summer programs at school, one thought is to make a summer packet of educational activities to be sent home for the summer months. Parents can be informed and educated of the importance of continued learning over the summer months. The hope is that even with a minimal amount of continued learning over the summer months, the amount of regression will decline.