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Using data from a community-based program run by Youth Enrichment Services, the research analyzes what attracts participation versus what sustains it, and outlines implications for providers and policymakers.",{"@graph":14,"@context":73},[15,34,56],{"@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 & 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Students  \nDenise Jones and Dennis Jones  \nSummer learning loss, the phenomenon in which young people lose academic skills over the summer, disproportionately affects low-income students (Afterschool Alliance, 2010; Miller, 2007; National Summer Learning Association, 2009; Wallace Foundation, 2010) . High-quality summer learning programs are an important mechanism to help low-income students overcome persistent opportunity gaps so they can improve their academic outcomes, high school completion rates, and access to employment.  \nHowever, low-income youth participate in summer learning programs at lower rates than more affluent students (Deschenes et al. , 2010) . Research  \nhas elucidated why low-income students do not engage in summer learning programs, but few scholars have examined why young people do engage; even fewer have studied high school students.  \nWe therefore undertook research on why lowincome high school students invest in summer learning. We engaged participants in a communitybased summer learning program to examine the factors that first attracted and then sustained their participation. We found that the elements that attracted students to the program were not the same as those that sustained participation. The results of our study suggest ways that program providers and policy makers can better serve the young people who need summer learning programs most.  \nDENISE JONES is program director at Youth Enrichment Services in Pittsburgh, Pennsylvania, and a recent graduate of Columbia University Teachers College.  \nDENNIS JONES is an associate professor in the College of Physical Activity and Sport Sciences at West Virginia University.  \nSummer Learning and Low-Income Fredericks & Eccles, 2006; Hall, Israel, & Shortt, 2004;  \nHigh School Youth Hansen, Larsen, & Dworkin, 2003; Pearce & Larson,  \nAlexander, Entwisle, and Olson (2007) suggest that, 2006; Raley, Grossman, & Walker, 2005) .  \nby the end of fifth grade, disadvantaged youth may be Despite these benefits, participation in summer  \nnearly three grade levels behind more affluent students. learning programs declines with age, and participation In a study of over half a million students in grades 2–9 rates are lower for low-income students than for in one southern U.S. state, Atteberry and McEachin higher-income youth (Deschenes et al. , 2010) . High (2016) found that, during the summer, students lost 25 school students have different needs from those of to 30 percent of material learned in the previous year, younger children, including socializing with peers, with more pronounced learning loss occurring among helping with family responsibilities, and working to students of low socioeconomic [status. help](status. help) support the household (Deschenes et al., 2010;  \nBy the beginning of high school, then, low-income Lauver, Little, & Weiss, 2004) . Summer learning students typically have accumulated a significant programs targeting high school students must take learning deficit. The difference goes beyond the well- these factors into account rather than applying a oneestablished achievement gap between lower- and size-fits-all approach. After all, summer programs higher-income groups to include lower high school can be effective in attenuating opportunity gaps only persistence rates, limited job access and workforce if low-income students choose to participate. Older preparedness, and limited pursuit of postsecondary youth are more likely to participate in programs that education, among others (Alexander et al. , 2007) . are tailored specifically to them and in which they are All of these effects further exacerbate inequities and meaningfully involved (Walker, Marczak, Blyth, & sustain the cycle of poverty. Borden, 2005) .  \nMuch of the existing litera  \nture suggests that high-quality After all, summer Research Questions  \nsummer learning programs are programs c","cbCaitN2BqPHoii0","https://ap.wps.com/l/cbCaitN2BqPHoii0","pdf",109549,"English","# Summer learning loss and participation disparities\n# Research questions and study approach\n## Program context and questions","[{\"question\":\"What problem does the document focus on regarding summer learning?\",\"answer\":\"It focuses on summer learning loss, where young people lose academic skills over the summer, with low-income students experiencing larger and more persistent disadvantages.\"},{\"question\":\"Why do low-income students participate in summer learning programs at lower rates?\",\"answer\":\"The document states that research has clarified why low-income students do not engage as much, but it notes fewer studies examine why some do engage—especially high school students.\"},{\"question\":\"What does the study investigate about participation in a community-based summer program?\",\"answer\":\"It examines (1) factors that attract low-income high school students to a program and sustain their participation, and (2) how those sustaining factors compare to the attraction factors.\"}]","Transcend the Summer Slump - How Summer Programs Can Attract and Retain Low-Income High School Students - Study Focus | PDF",1792070631]