61°
Cloudy
TUE
 77°
 54°
WED
 78°
 53°
THU
 86°
 56°
FRI
 88°
 54°
SAT
 84°
 54°

Last hours to vote for the Best of Sonoma County finalists! Don't miss out!

Close to Home: Avoiding the usual summer learning loss

  • Jovani Aguilera constructs cardboard furniture at the Summer Maker Camp at Comstock Middle School. (JOHN BURGESS / The Press Democrat, 2013)

California public schools have for many years offered only minimal learning opportunities during summer.

Summer school has come to mean essentially makeup classes that carry with them the stigma of “remediation.” This situation is a product of a faltering economy and the misguided belief by the state and federal government that a 180-day school year is sufficient to educate our children today.

The irony is that with so much emphasis placed on testing over the past decade this has not become a major issue sooner, because low-test scores can now be so clearly linked to what has come to be called “summer learning loss.”

There has been significant research that backs up a startling conclusion: During the summer break, few students experience educational gains, some show no loss, but many experience a significant loss of skills, particularly in math and language.

Summer learning loss can be directly correlated to family income. It is also cumulative, which further exacerbates the so called “achievement gap.” Public education in California is currently focusing more resources on disadvantaged students with its new school funding formula, but regardless of the new focus, the long summer break disadvantages many students, making it impossible to bring the desired leveling of student achievement in a 180-day school year.

Summer should be about changing the routine. It is a time for more personalized learning, creativity and recreating. However, how time is structured varies greatly among students. While some take educational vacations, read and participate in a variety of physical activities, others passively “hang out.” Summer learning-loss is cumulative, and the habits of passivity that correlate with it affect performance in the regular school year as well. The tradeoffs for not keeping our students engaged in the summer are huge.

There is a growing realization that we need a comprehensive response to summer learning-loss. The National Summer Learning Association is addressing this on a national level, and many school districts throughout the country are designing creative, albeit incremental, solutions to sustain and further learning over the summer months.

comments powered by Disqus
© The Press Democrat |  Terms of Service |  Privacy Policy |  Jobs With Us |  RSS |  Advertising |  Sonoma Media Investments |  Place an Ad
Switch to our Mobile View