Lots of people (mostly teachers) talk about something called the “summer slide”. But what is it? Most kids, if you ask, will tell you it is a fun, water-related ride down a slippery sheet of vinyl in the back yard!
The “summer slide”, though, is the loss of learning students experience during the long summer break.
Sometimes students simply forget what they’ve learned. Sometimes the loss of learning occurs because students don’t practice essential skills. Reading and math skills, in particular, require regular practice to stay sharp.
When kids aren’t reading or using math in July and August, lots of hard work that students, teachers and families put in during the school year is wasted.
It’s a bigger problem than you might think.
Summer slide has been studied in the United States since 1906. More than 100 years of research demonstrates that nearly all students suffer learning loss when they do not engage in educational activities during the summer. Most students will regress about two full months but some of these students will lose as much as three months of prior learning over summer break. (Cooper, 1996). In addition, much of the achievement gap between lower and higher income youth can be explained by unequal access to summer learning activities. (Alexander et al, 2007).
Most alarming is that summer slide is cumulative. In other words, for kids getting little or no educational stimulation in the summer, the months of learning lost “add up” each summer, pushing students farther and farther behind peers that do keep learning even though school is not in session. (Cooper et al, 2000).
But summer slide can be stopped with a little planning and the use of some easy-to-access resources. And there are lots of ways to make summer learning fun.
See below for just a few of the many strategies adults can use to help students avoid sliding back several months over the summer. We don’t want YOU to be overwhelmed, so open next week’s blog to see a few more!
3 Strategies to Stop the Summer Slide (and 3 more next week) –
Set the intention of getting to the library this week, and logging into the world-wide-web to find some engaging math activities!
Take a look next week for a few more! Be Wise!
Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research, 66, 227-268.
Alexander, K.L., Entlisle, D.R. and Olson, L.S., (2007). Lasting Consequences of the Summer Learning Gap. American Sociological Review, vol. 72 no. 2 167-180.
Cooper, H., Charlton, K., Valentine, J. C., & Muhlenbruck, L. (2000). Making the most of summer school. A meta-analytic and narrative review. Monographs of the Society for Research in Child Development, 65 (1, Serial No. 260).
We read through your website from start to finish and were so impressed by your extensive credentials and training but, the real reason why we want to work with you is your clear enthusiasm for children and families and the wisdom and deep love you share for both!— Mom of 12-year-old child with special needs
“Amy is like Oprah – she’s the neighbor you love who is very, very smart”— Parent of 14-year-old son and 18-year-old daughter
“I went home and practiced what Amy taught me…and it worked!”— 8-year-old coaching client
“Amy brings together the best emotion-focused strategies with cutting-edge brain science to change the lives of children and families”— Parent of adopted twin girls