Surprising new evidence on summer learning loss

Abstract

It has been common knowledge for decades that poor and working-class students tend to experience “summer learning loss,” a drop in performance between spring and fall that serves to widen the gap between students. However, new research shows that the reality of summer learning loss is more complex. Megan 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. The research also calls into question about the usual explanations for learning loss, such as access to summer programs and length of the school year.