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Prior research often emphasizes race/ethnicity and socioeconomic status, though these factors explain only a small share of SLL variance. Using a large longitudinal NWEA dataset, the study documents major variability in SLL across students and shows that declines are not randomly distributed, with many students losing ground across multiple consecutive years in English language arts.",{"@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/schools-out-the-role-of-summers-in-understanding-achievement-disparities/590991/",{"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/schools-out-the-role-of-summers-in-understanding-achievement-disparities/590991.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the study revisit summer learning loss research?","Question",{"text":112,"@type":113},"The study addresses new concerns that measurement artifacts may have distorted canonical SLL findings, motivating a reassessment of basic SLL patterns.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data source is used to study SLL variability?",{"text":117,"@type":113},"It uses a large longitudinal NWEA dataset with more than 200 million test scores from students across the United States.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the study characterize the distribution of learning declines?",{"text":121,"@type":113},"It finds substantial variability in SLL and shows that decrements are not randomly distributed, with a large share of students losing ground in multiple consecutive years in English language arts.","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},590991,1792209325,{"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":19,"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,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","American Educational Research Journal April 2021, Vol. 58, No. 2, pp. 239–282 DOI: 10.3102/0002831220937285  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)  \n􀀂 2020 AERA. [https://journals.sagepub.com/home/aer](https://journals.sagepub.com/home/aer)  \nSchool’s Out: The Role of Summers in Understanding Achievement Disparities  \nAllison Atteberry University of Colorado-Boulder Andrew McEachin  \nRAND Corporation  \nSummer learning loss (SLL) is a familiar and much-studied phenomenon, yet new concerns that measurement artifacts may have distorted canonical SLL findings create a need to revisit basic research on SLL. Though race/ethnicity and socioeconomic status only account for about 4% of the variance in SLL, nearly all prior work focuses on these factors. We zoom out to the full spread of differential SLL and its contribution to students’ positions in the eighthgrade achievement distribution. Using a large, longitudinal NWEA data set, we document dramatic variability in SLL. While some students actually maintain their school-year learning rate, others lose nearly all their school-year progress. Moreover, decrements are not randomly distributed—52% of students lose ground in all 5 consecutive years (English language arts) .  \nKEYWORDS: summer learning loss, achievement inequities, role of schools in achievement  \nChildren experience vastly different home environments prior  \nschooling (Gilkerson & Richards, 2009; Kaushal et al. , 2011;  \nto formal Kornrich  \n& Furstenberg, 2013) and thus arrive at kindergarten with a wide range of starting skills (Lee & Burkam, 2002; Magnuson et al. , 2004) . Yet once they begin school, children continue to spend a significant portion of their school-age years outside the school setting. That out-of-school time is  \nALLISON ATTEBERRY, PhD, is an assistant professor of research and evaluation methodology at the University of Colorado-Boulder School of Education, 249 UCB, Boulder, CO 80309; [e-mail:](e-mail: allison.atteberry@colorado.edu. Her work addresses persistent pat)[ allison.atteberry@colorado.edu](e-mail: allison.atteberry@colorado.edu. Her work addresses persistent pat)[. Her work addresses persistent pat](e-mail: allison.atteberry@colorado.edu. Her work addresses persistent pat)terns of inequality in key educational pivot points, including early-childhood education, access to effective teaching, and summer learning loss.  \nANDREW MCEACHIN, PhD, is a policy researcher in the Economics, Statistics, and Sociology Department at RAND Corporation and a professor at Pardee RAND Graduate School. His research focuses on the determinants of persistent achievement gaps, as well as evaluating the effect of popular responses by policymakers and educators to reduce these gaps.  \nAtteberry, McEachin  \nconcentrated in the summer months—a time when schools play little to no direct role in children’s lives. Instead, children return to the full-time care of their families, with vastly different options and preferences for how children spend this time (Gershenson, 2013) . Student achievement disparities1 may grow dramatically during the summer, when child experiences appear the most diverse.  \nWe use a novel data set with more than 200 million test scores for students across the United States to explore whether the ‘‘fanning out’’ of achievement from Grades 1 to 8 occurs while students are in school or during the intervening summers. The field is generally aware of the phenomenon called summer learning loss (SLL)—that student learning slows during the summer. Less apparent, however, is how little consensus actually existson basic questions about SLL. Moreover, many of the canonical findings on SLL have recently been called into question based on measurement concerns that apply to data used in most prior SLL research (von Hippel & Hamrock, 2019) .  \nAt a time when even fundamental questions in the SLL literature need tobe revisited, our analyses also contribut","cbCaivUQIivAQnGh","https://ap.wps.com/l/cbCaivUQIivAQnGh","pdf",3447764,44,"English","# Summer learning loss background and motivation\n## Measurement concerns and need to revisit findings\n# Data and research design\n## Using longitudinal NWEA test-score data\n# Core questions about SLL\n## Average losses, proportions of gain lost, and variability\n## Grade differences and persistence across years\n# Total variability in SLL\n## Unconditional variance and implications for inequality","[{\"question\":\"Why does the study revisit summer learning loss research?\",\"answer\":\"The study addresses new concerns that measurement artifacts may have distorted canonical SLL findings, motivating a reassessment of basic SLL patterns.\"},{\"question\":\"What data source is used to study SLL variability?\",\"answer\":\"It uses a large longitudinal NWEA dataset with more than 200 million test scores from students across the United States.\"},{\"question\":\"How does the study characterize the distribution of learning declines?\",\"answer\":\"It finds substantial variability in SLL and shows that decrements are not randomly distributed, with a large share of students losing ground in multiple consecutive years in English language arts.\"}]","School’s Out - The Role of Summers in Understanding Achievement Disparities | PDF",1792070885,111]