Social-Class Differences in Summer Learning Between Kindergarten and First Grade: Model Specification and Estimation

Abstract

Sociologists suggest that children from socially advantaged families continue to learn during the summer, whereas children from disadvantaged families learn either little or lose ground.This disparity in summer learning is hypothesized to result from differential participation in educationally beneficial summer activities. In this article, we test this theory with current and nationally representative data, the Early Childhood Longitudinal Study-Kindergarten Cohort.We examine how children's socioeconomic status (SES) is associated with their learning of literacy, mathematics, and general knowledge over the summer between kindergarten and the first grade. We also explore whether social-background differences in learning are explained by differential participation rates in summer activities. Our analytic models adjust for discrepancies between the timing of assessments and the timing of schools closing for the summer and opening in the fall. Much of the observed gain results from time in school. Nonetheless, social stratification characterizes summer learning between kindergarten and the first grade, with higher-SES children learning more. However, these social-background differences are only modestly explained by the activities in which children participate during the summer months.

Can Silent Reading in the Summer Reduce Socioeconomic Differences in Reading Achievement?

“…Bradley et al (2001) found that nonpoor mothers were more likely than poor mothers to read to their children three or more times per week, with this difference being most pronounced in early childhood. Burkam et al (2004) found that, compared to the middle-SES groups, low-SES parents were significantly less likely to read a book to their child in the summer between kindergarten and first grade, while high-SES parents were more likely to read a book to their child. A similar pattern was evident for taking the child to a library or bookstore.…”

“…This subsample of about 4,000 children has allowed at least six sets of investigators to examine learning rates in the summer following kindergarten (Benson & Borman, 2007;Burkam, Ready, Lee, & LoGerfo, 2004;Cheadle, 2008;Downey, von Hippel, & Broh, 2004;LoGerfo et al, 2006;McCoach, O'Connell, Reis, & Levitt, 2006). These studies found no summer gains in reading for all children and significant differences by SES group.…”

“…In summary, Cooper et al's (1996) meta-analysis, Heyns' study (1978), Alexander et al's (2001) study, Kim's (2004) study, and analyses of data from the ECLS-K (e.g., Burkam et al, 2004) and Prospects study (Phillips & Chinn, 2004) are consistent in showing that there is significant SES differentiation in the summer months following kindergarten through eighth grade, such that low-SES children fall behind their high-SES peers in reading.…”

Big Lift Participation and School Entry Indicators: Findings for the 2016–2017 Kindergarten Class

“…Second, promising evidence suggests that summer programs may be one way to support children's learning and development (Kim and Quinn, 2013;Terzian, Moore, and Hamilton, 2009). Some children, particularly those from low-income households, learn very little or lose ground over the summer (Alexander, Entwisle, and Olson, 2001;Burkam et al, 2004). Enriching summer programs may help keep children on an upward learning trajectory in the summer months (Terzian, Moore, and Hamilton, 2009).…”

Knowledge decay between semesters

“…Some studies have estimated that this loss is large: "the summer loss equaled about one month on a gradelevel equivalent scale, or one tenth of a standard deviation relative to spring test scores" (Cooper et al 1996). Several studies document declines in student test scores over the summer that are larger for disadvantaged and minority students (O'Brien, 1999;Burkam et al, 2003;Downey, Hippel, & Broh, 2004;Alexander, Entwisle, & Olson, 2007).…”