[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601826-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-601826-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","impact-of-summer-recess-on-mathematics-learning-retention","Impact of Summer Recess on Mathematics Learning Retention","","Study investigates how summer recess length affects mathematics learning retention, focusing on second- and third-grade students. Using a pre-test/post-test quantitative design, children from two different school calendars were assessed with the standardized M-COMP benchmark at the end of the school year and again after summer. Traditional-calendar students were tested again after a 12-week interval, while balanced-calendar students were tested after a six-week recess. Findings reveal marked effects of recess duration on retention.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/impact-of-summer-recess-on-mathematics-learning-retention/601826/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/impact-of-summer-recess-on-mathematics-learning-retention/601826.png","ImageObject",300,407,{"name":42,"@type":43},"ahduag","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the purpose of the study on summer recess and mathematics learning?","Question",{"text":62,"@type":63},"To investigate the relationship between the length of summer recess and mathematics learning retention for second- and third-grade students, using a pre-test/post-test approach.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How were students assessed during and after summer recess?",{"text":67,"@type":63},"Students were assessed with the standardized M-COMP benchmark at the end of the school year and then post-tested with the same instrument following the summer recess.",{"name":69,"@type":60,"acceptedAnswer":70},"What theoretical rationale supports the study, and what does it predict?",{"text":71,"@type":63},"The study relies on Faucet Theory, which argues that resources flow during the academic year but are turned off during summer; shorter recess should help reduce summer learning loss gaps.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},601826,1792860989,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":115,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Impact of Summer Recess on Mathematics Learning Retention  \nThis manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of school administration and K-12 education.  \n2016 Morphet Dissertation Award Winner  \nAs the Morphet Award Winner this manuscript is being formatted in the manner in which it  \nwas submitted for consideration.  \nDavid Hornack  \nHolt Public Schools  \nSchool administrators across the nation are actively searching for solutions to increase student achievement due in part to the significant amount of knowledge that is lost annually each summer. Mathematical computation skills are especially at-risk. This quantitative research study was designed to investigate the impact of summer recess also known as summer vacation on mathematical computation skills. Assessing children in second and third grade from two different school calendars accomplished this on two separate occasions. First, children from a traditional calendar school and a balanced calendar school were assessed the last week of school respectively using a standardized benchmark assessment called the M-COMP. The same children were then post-tested using the same test following the summer recess. For the traditional calendar children the length of time between each assessment was 12-weeks. Participants from the balanced school calendar were posted·tested following a six-week summer recess. Dramatic results were revealed.  \nNCPEA Education Leadership Review of Doctoral Research, Vol. 3, No. 1 – Spring 2016 ISSN: 1532-0723 © 2016 National Council of Professors of Educational Administration.  \nThis manuscript may not be used commercially or edited. When quoting portions ofthis text,  \nfull attribution to the author/s is required.  \nState the purpose of the research, the justification for it, and why it was done this particular way:  \nThe Purpose of this empirical study was to investigate the relationship between the length of summer recess and mathematical learning retention with second and third grade students in a Midwestern state. Previous research regarding the balanced school calendar and its effects on the summer learning loss has been somewhat inconclusive and dated. In the majority of cases, previous research focused on state assessment data. While working with a secondary data set such as state assessment data has benefits, there are flaws to using a secondary data set to study the impact that summer recess has on mathematics learning retention. Two common concerns include the fact that state assessment questions and the participants change annually. By using a pre-test/post-test comparison study, the participants and the test remain constant, thus this study was designed to mitigate the concern of many previous studies.  \nState how the research may contribute to knowledge and/or practice in educational administration:  \nWhen seeking ways to mitigate the impact of summer recess on mathematics, this study gives policy makers, educational leaders, and interested stakeholders the statistical data needed to advocate for a shorter summer recess based on empirical evidence.  \nTheory/Rationale: State the explicit theoretical basis or rationale for the research, referring to the relevant literature:  \nProponents of the balanced school calendar use Faucet Theory to support their position (Entwisle, Alexander, & Olson, 2001) . Faucet theory developed by Entwisle, Alexander, and Olson {1997) is the belief that during the academic school year, the faucet of resources flows for all children; during the summer intermission the faucet of resources is turned off (Rozelle & Mackenzie, 2011) . Faucet theory, as it relates to education, rests upon two dominant assumptions: 1) When children are in session, all children can access the curriculum and learn, however, during the summer recess, the learning resources are turned off, an","cbCaimG5wkk7yVtT","https://ap.wps.com/l/cbCaimG5wkk7yVtT","pdf",693373,"English","# Purpose and Justification\n## Contribution to Educational Administration\n## Theory/Rationale: Faucet Theory\n# Research Questions and Hypotheses\n## Research Procedures and Sample\n## Instruments and Data Collection","[{\"question\":\"What is the purpose of the study on summer recess and mathematics learning?\",\"answer\":\"To investigate the relationship between the length of summer recess and mathematics learning retention for second- and third-grade students, using a pre-test/post-test approach.\"},{\"question\":\"How were students assessed during and after summer recess?\",\"answer\":\"Students were assessed with the standardized M-COMP benchmark at the end of the school year and then post-tested with the same instrument following the summer recess.\"},{\"question\":\"What theoretical rationale supports the study, and what does it predict?\",\"answer\":\"The study relies on Faucet Theory, which argues that resources flow during the academic year but are turned off during summer; shorter recess should help reduce summer learning loss gaps.\"}]","Impact of Summer Recess on Mathematics Learning Retention | PDF",1792093488,23]