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Findings from a non-randomized controlled trial show that Summer Academy participants increased reading by almost double relative to nonparticipants, while math performance regressed by almost double. Results emphasize how school leadership is integral to summer program success, particularly for economically disadvantaged students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-mechanism-to-increase-literacy-and-math-skills-to-reduce-summer-learning-loss/602156/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-mechanism-to-increase-literacy-and-math-skills-to-reduce-summer-learning-loss/602156.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s primary purpose regarding summer learning loss?","Question",{"text":112,"@type":113},"To determine whether an educational program has a statistically and practically significant effect on summer learning loss in reading and mathematics for fifth- and sixth-grade students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What do the trial findings indicate for Summer Academy participants in reading?",{"text":117,"@type":113},"Participants grew in reading by almost double compared with students who did not participate in Summer Academy.",{"name":119,"@type":110,"acceptedAnswer":120},"How are the math outcomes described for Summer Academy participants?",{"text":121,"@type":113},"Participants regressed in math by almost double compared with those who did not participate in Summer Academy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602156,1792925694,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","A Mechanism to Increase Literacy and Math Skills to Reduce Summer  \nLearning Loss  \nAdam Reynolds  \nWest Rocks Middle School  \nOlcay Yavuz  \nSouthern Connecticut State University  \nThere is a lack of consensus among school districts on how best to mitigate reading and math learning loss during the summer months. The purpose of this quasi-experimental quantitative exploration study was to determine if there was a statistically and practically significant effect of an educational program on summer learning loss in reading and mathematics in grades five and six students. The findings ofthis non-randomized controlled trial indicated that the students who participated in Summer Academy grew in reading almost double compared to those students that did not participate in Summer Academy. The findings also suggested that the students who participated in Summer Academy regressed in math almost double compared to those students that did not participate in Summer Academy. The implications indicate that school leadership is integral to the success of summer programs especially with regard to the impact programs have on economically disadvantaged students.  \nKeywords: reading learning loss, math learning loss, summer academy, school leadership  \nEducation Leadership Review of Doctoral Research, Volume 10, Fall 2022 48  \nThe current American school calendar is approximately one hundred eighty days with three months off for the summer. This gap promotes learning loss in the summer months and accelerates the achievement gap (Cooper, 2003) . Smith,(2012) and Hanover Research (2017) indicated that summer slide--the loss of learning over the summer break--is a huge contributor to the achievement gap between low-income students and their higher-income peers. In other words, summer learning loss during elementary school accounts for two-thirds of the achievement gap in reading between low-income children and their middle-income peers by ninth-grade High-income families supplement learning opportunities through programs while lower-income families struggle to maintain their education and experiences.  \nThe research that investigated academic achievement over the summer months, observed a negative trend in achievement for various students. This trend has been termed“summer learning loss”(Cooper, 2003),“summer setback”(Allington et al., 2010), or “summer slide” (Slates, Alexander, Entwisle, & Olson, 2012) . Even though there has been a focus on summer learning loss, there is still a lack of evidence based and research supported practices to improve summer learning opportunities for all students. This study uses the term “summer learning loss,” which is defined as the decline in achievement over the summer months when formal school-based instruction is withdrawn for most children; the focus is specific to summer learning loss in reading and math achievement.“Meghan Kuhfeld draws on data from the 3.4 million students who took the NWEA MAP Growth assessments to find that summer slide is common, but not inevitable. According to the data, the students who experienced the greatest loss were those who made the greatest gains during the previous school year”(Kuhfeld 2019) .  \nThe focus provides emphasis on the influence of summer learning loss on distinct groups. Such insights might guide future interventions to reduce gaps in opportunity and achievement. These issues provide a solid foundation for current and future research to explore the current influence and potential of summer activities to reduce gaps in opportunity and achievement.  \nTheoretical Framework  \nThis quantitative study sought to determine an effective mechanism for teaching literacy and math during the summer months. Identifying risk and protective factors related to academic success has been a major area of study, as understanding these factors should provide better rationale of student success. Better understanding of risk and protective factors allow educators to increase academic succes","cbCailwUD8I8nOav","https://ap.wps.com/l/cbCailwUD8I8nOav","pdf",273681,21,"English","# Study purpose and design\n## Background: summer learning loss and achievement gaps\n## Definitions and related terms\n# Theoretical framework\n## Risk and resilience and protective factors\n## Implications for future research and interventions\n# Conceptual model\n## Risk and resilience framework figure","[{\"question\":\"What is the study’s primary purpose regarding summer learning loss?\",\"answer\":\"To determine whether an educational program has a statistically and practically significant effect on summer learning loss in reading and mathematics for fifth- and sixth-grade students.\"},{\"question\":\"What do the trial findings indicate for Summer Academy participants in reading?\",\"answer\":\"Participants grew in reading by almost double compared with students who did not participate in Summer Academy.\"},{\"question\":\"How are the math outcomes described for Summer Academy participants?\",\"answer\":\"Participants regressed in math by almost double compared with those who did not participate in Summer Academy.\"}]","A Mechanism to Increase Literacy and Math Skills to Reduce Summer Learning Loss | PDF",1792094129,53]