Treffer: Summer School as a Learning Loss Recovery Strategy after COVID-19: Evidence from Summer 2022. Road to COVID Recovery Research Brief. CALDER Working Paper No. 291-0823

Title:
Summer School as a Learning Loss Recovery Strategy after COVID-19: Evidence from Summer 2022. Road to COVID Recovery Research Brief. CALDER Working Paper No. 291-0823
Language:
English
Authors:
I. Callen, M. V. Carbonari, M. DeArmond, D. Dewey, E. Dizon-Ross, D. Goldhaber, J. Isaacs, T. J. Kane, M. Kuhfeld, A. McDonald, A. McEachin, E. Morton, A. Muroga, D. O. Staiger, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), NWEA, Harvard University, Center for Education Policy Research (CEPR)
Source:
National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2023.
Availability:
National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Peer Reviewed:
N
Page Count:
3
Publication Date:
2023
Document Type:
Report Reports - Descriptive
Education Level:
Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors:
COVID-19, Pandemics, Achievement Gains, Summer Schools, Mathematics Achievement, Reading Achievement, Middle School Students, Elementary School Students
Entry Date:
2023
Accession Number:
ED636440
Database:
ERIC

Weitere Informationen

To make up for pandemic-related learning losses, many U.S. public school districts have increased enrollment in their summer school programs. We assess summer school as a strategy for COVID-19 learning recovery by tracking the academic progress of students who attended summer school in 2022 across eight districts serving 400,000 students. Based on students' spring to fall progress, we find a positive impact for summer school on math test achievement (0.03 standard deviation, SD), but not on reading tests. These effects are predominantly driven by students in upper elementary grades. To put the results into perspective, if we assume that these districts have losses similar to those present at the end of the 2022-23 school year (i.e., approximately -0.2 SD), we estimate summer programming closed approximately 2% to 3% of the districts' total learning losses in math, but none in reading.

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