Provide summer learning opportunities as a lever for improving educational outcomes for students with disabilities¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article concludes that out-of-school time is where the achievement gap for students with disabilities widens, so summer programming is the implied intervention point. It states that "summer learning opportunities are crucial for improving educational outcomes for students with disabilities." Because ever-SPED students lost more learning during every summer, efforts targeting summer periods address the mechanism the study identifies.

Design Implications¶

Context¶

Requirements¶

• Summer programming must reach students with disabilities who lose more learning each summer than their never-SPED peers

Constraints¶

• The study is observational; it identifies summer loss as the driver of the gap but does not test a summer intervention

Target Learners¶

• students with disabilities in kindergarten through 4th grade

Target Learning Goals¶

• math achievement
• reading achievement

Related Strategies¶

• Address summer learning loss for students with disabilities to narrow achievement disparities
• Provide summer support to help English Learners maintain and develop academic skills

Examples¶

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Key Sources¶

• Angela Johnson, Elizabeth Barker. (2021). Understanding differential growth during school years and summers for students in special education. NWEA Research Working Paper. https://www.nwea.org/research/publication/understanding-differential-growth-during-school-years-and-summers-for-students-in-special-education-paper/