ELs lost more academic skill during summers than never-ELs in both math and reading¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Across both math and reading from K-4, ELs lost more skill during summers than never-ELs did. → Johnson 2022
Evidence¶
Johnson 2022¶
Johnson, A. (2022). Achievement and growth for English Learners. Educational Policy, 37(4), 1044–1069. https://doi.org/10.1177/08959048211049419
q2 · i? · associational · r?
Seasonal decomposition of K-4 growth for ELs versus never-ELs; the math results show ELs "lost more during summers," and the article's reading finding states "ELs also lost more during summers." No effect size printed.
"In math, ELs grew more than never-ELs during academic years but lost more during summers."
Discussion¶
Related Claims¶
- Summer learning loss is common but not inevitable among K-12 students — the general claim this finding bears on, with the studies behind it
- In math, EL groups grew more than never-ELs during academic years but lost more during summers — related
- In math, ELs grew more than never-ELs during academic years but lost more during summers — related
- Dually-identified EL/SPED students had the lowest scores with gaps widening over time, driven by larger summer loss — related
- All three EL subgroups scored lower than never-ELs in math and reading throughout kindergarten to 4th grade — related
- In reading, ELs grew less than never-ELs in K-1 but more in later grades, with greater summer loss — related
- In reading, dual language participants grew slightly more slowly during school years but lost less learning during summers, closing the gap with the national average — reports the opposite
- Dual language participants grew faster than nonparticipants in math during each school year in grades 2 to 5 but lost more learning during subsequent summers — reports the opposite
- Despite faster early math growth, dual language students did not learn more than their peers in the long run and the gap to the national average was not closing — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
el-greater-summer-loss-both-subjects |
title |
ELs lost more academic skill during summers than never-ELs in both math and reading |
description |
ELs lost more academic skill during summers than never-ELs in both math and reading |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — johnson-2022 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.