Address summer learning loss for students with disabilities to narrow achievement disparities¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because the research finds that "steeper summer learning losses for students with disabilities contribute to widening disparities," educators and policymakers should focus intervention on the summer period for this group, since school-year growth alone does not produce widening gaps. The brief's associated policy work extends this finding to COVID-19 recovery planning for students with disabilities.

Design Implications¶

Context¶

Requirements¶

• Programs must operate during summer breaks when loss occurs, complementing school-year support

Constraints¶

• The available page text reports the pattern but no tested summer intervention; the recommendation follows from the differential-growth analysis of grades K-4

Target Learners¶

• Students with disabilities in grades K-4

Target Learning Goals¶

• Retention of academic skills across summer breaks

Related Strategies¶

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

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 brief. https://www.nwea.org/research/publication/understanding-differential-growth-during-school-years-and-summers-for-students-in-special-education/