By John Monfredo, Worcester School Committee
Only kidding! But now that I have your attention, let’s look at why we should be concerned about students losing academic growth in the summer because literacy activities are not taking place. Yes, this is referred to by many as the “SUMMER SLIDE.” Deprived of healthy learning, millions of low-income students lose a considerable amount of what they learned during the school year.
A study by Johns Hopkins University adds to the mounting evidence of the “Summer Slide.” Inner-city or low-income students start out behind their more middle-class students and fall behind each year with most of that loss occurring when school is out. By the end of the elementary school years, Hopkins researchers found low-income children trail middle-income classmates, in some cases, by three grade levels.
“Children whose parents are college-educated continue to build their reading skills during the summer months,” said Karl Alexander, a Hopkins sociology professor involved in the research. “You go to a museum or you to a library or you go to the science center, and through osmosis you make some headway there.”
Professor Alexander, in his 2007 study at Johns Hopkins University, stated that two thirds of the reading achievement gap between 9th graders of low-and high-socioeconomic standing in Baltimore public schools can be traced to what they learned or failed to learn over their childhood summers. The study, which tracked data from about 325 Baltimore students from 1’st grade to age 22, points out that various characteristics that depend heavily on reading ability, such as students’ curriculum tract in high school, their risk of dropping out, and their probability of pursing higher education and landing higher paying jobs, all diverge widely according to socioeconomic levels. Does this happen in other advanced industrial countries? According to Mr. Alexander, the answer is NO, for those countries go to school 230 to 240 days a year as compared to 180 in the United States.
Low-income children actually keep pace with more affluent students during the academic year but slip behind during the summer. Researchers feel that during the school year, children in both affluent and lower–income communities benefit from the “faucet theory.” Learning resources are “turned on” for ALL CHILDREN during the school year, but in the summertime the faucet is turned off. Middle-class parents can make up the loss with their own resources, but working class and poor parents have a difficult time creating enriched learning experiences for their children over the summer months. All parents want the same things for their children, but low-income parents do not have the same access to opportunities for their children. Continue reading