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

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The article's forward-looking recommendation drawn from its seasonal findings: because ELs lost more than never-ELs during summers in both math and reading, the authors conclude that "summer support is required to help ELs maintain and develop academic skills." This targets summer periods specifically, when the achievement gap relative to never-ELs widens.

Design Implications¶

Context¶

Requirements¶

• Summer programming must address the skills ELs lose during summer breaks in math and reading

Constraints¶

• The recommendation rests on K-4 seasonal growth patterns in one longitudinal dataset; the article does not test a specific summer program

Target Learners¶

• English Learners in kindergarten through 4th grade

Target Learning Goals¶

• Maintaining and developing academic skills in math and reading across summer breaks

Claims¶

• ELs lost more academic skill during summers than never-ELs in both math and reading [+W]

Related Strategies¶

• El Math Academic Year Growth Greater Summer Loss [+W]
• El Reading Graded Growth Pattern Summer Loss [+W]
• Provide summer learning opportunities as a lever for improving educational outcomes for students with disabilities
• Offer summer and out-of-school-time programs for current-ELs and dually-identified students
• Provide English learner-specific summer learning and staff accelerated learning programs with EL specialists

Examples¶

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Key Sources¶

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