Offer summer and out-of-school-time programs for current-ELs and dually-identified students¶

Strategy · All strategies
Evidence · 2 claims (1 for, 1 mixed) · 2 studies (2 associational), q2 · 0 of 2 report an effect size · 2 claims rest on one study

Description¶

Because EL groups lost more learning during summers than never-ELs despite faster school-year growth, the author recommends that "schools and communities might consider offering programs during summers and other out-of-school time." The article cites evidence that targeted summer programs of extensive duration had positive academic effects for high school newcomer ELs and for elementary students from socioeconomically-disadvantaged families.

Design Implications¶

Context¶

Requirements¶

• Programs must extend learning opportunities beyond the academic year for current-ELs and dually-identified students

Constraints¶

• The article cites prior studies of extensive-duration programs; differential summer loss must be addressed or school-year gains will be partly undone

Target Learners¶

• current-ELs
• dually-identified EL/SPED students in elementary grades

Target Learning Goals¶

• maintaining and developing academic skills gained during the school year
• reducing summer learning loss in math and reading

Claims¶

• Academic rebounding in reading and math was uneven across school years and summers, especially in reading [~W]
• ELs lost more academic skill during summers than never-ELs in both math and reading [+W]

Related Strategies¶

• Provide summer support to help English Learners maintain and develop academic skills

Examples¶

-

Key Sources¶

• Johnson, A. (2022). Achievement and growth for English Learners. Educational Policy, 37(4), 1044–1069. https://doi.org/10.1177/08959048211049419