For most students in the United States, summer vacation lasts about 12 weeks, typically from the first of June to the end of August. During this time, some children may not even pick up a book to read for enjoyment. The result is that when school resumes in the fall, teachers frequently find that many children suffer from a phenomenon called "summer learning loss" ([1], p. 1). Teachers often spend six to eight weeks at the start of the new school year re-teaching forgotten information to students who had no reinforcing or enriching academic experiences during the summer ([1], p. 1). For students who may already lag behind or be at risk for academic failure, summer programs are critically important to staying on track. Research also indicates that children from low-income families experience a larger summer learning loss than children from middle-income families, particularly when reading test scores are compared ([2], pp. 2-3).

There are several types of academically focused summer programs. Summer enrichment programs are designed for the student who is working at or above grade level. They provide the student with opportunities to experiment, explore a particular interest in depth, or learn a new skill. These experiences may also help students develop teamwork skills or gain a realistic understanding of a career. Summer enrichment programs can jumpstart students' learning and skills for the next academic year ([9], p. 1).

Summer remedial programs differ from enrichment programs because they focus on helping students review specific academic skills. Many districts have implemented new policies that require low-performing students to complete a summer program prior to being promoted to the next grade. Many remedial programs require that the student pass an exam at the end of the summer session as a prerequisite for promotion to the next grade ([1], p. 3).

There is as yet limited research about the effectiveness of participation in summer programs as a way to help students "catch up" ([7], p. 4). There is also some concern that summer remedial programs in isolation from other academic supports do little to help students stay on track during the regular school year. Recognizing the importance of evaluating the effectiveness of summer school, Johns Hopkins University is beginning a three-year study to assess the long-term impact of summer school interventions ([8], p. 1 ).

One of the largest districts attempting to implement a summer remedial program for poor-performing students is the Chicago Public School System (CPS). In 1997, CPS adopted a district-wide policy intended to end "social promotion." According to the policy, students in third, fifth, and eighth grades are required to perform at grade level on the Iowa Test for Basic Skills (ITBS) that is taken by students during the spring term ([7], p. 1). Students who fail to meet the criteria are required to attend a summer remedial program, called the "Summer Bridge," and are given a second opportunity to pass the test at the conclusion of the program ([7], p. 1). Students who pass the exam are promoted, and students who fail are retained in grade unless a waiver is obtained from their principal and the CPS superintendent. If a failing student is 15 or older, the student is sent to an alternative school called a Transition Center ([7], pp. 1, 17). The Transition Center attempts to provide students with the support needed to graduate from high school or plan for future education and job training.

The goal of CPS's Summer Bridge is to focus attention on each student through a lower student-teacher ratio and specific attention to the academic skills needed to pass the test. Teachers use a mandated curriculum that is aligned with the format and content of the ITBS [7]. CPS also provides extra resources for retained students by requiring participation in an academic after-school program during the regular school year. Schools with large numbers of retained students have received additional funding to employ more teachers to provide for smaller classes and a lower student-teacher ratio ([7], p. 3).

Results from the first two years of the program show that of the more than 22,000 students who attended CPS's Summer Bridge, 10,000 of the students were promoted. However, retention rates continue to remain high as Chicago Public Schools retained 20% of all third graders and almost 10% of sixth and eighth graders. During the second year of the program, approximately 1,600 students had been recommended for retention in the same grade for the second year in a row ([7], p. 1).

CPS's Summer Bridge shows outcomes similar to those of remedial summer programs that are being implemented in other school districts. When provided with focused attention on specific skills, a lower student-teacher ratio, and extra time during the summer, many students make progress significant enough to put them at the next grade level for the fall [3; 4; 5; 6]. Survey research from the Detroit Public Schools summer program shows that teachers believed that fewer students per class and the relaxed atmosphere of a summer environment allowed for a more "hands-on" approach to learning that was helpful in improving student performance ([5], pp. 13-25). In Detroit, both parents and teachers wanted the summer program to have a longer day--more like the regular school day--rather than just a few hours in the morning [5].

A program for the Durham Public Schools in North Carolina required that remedial students take additional diagnostic tests prior to their summer program so that teachers could adjust their teaching methods based on each student's specific needs. Teachers and administrators felt that the high summer passing rates of their students--76% for fifth graders and 70% for eighth graders--was partly due to this highly individualized approach and the serious commitment from the students ([4], p. 5). Students participating in another program for ninth graders confirmed that they felt their attitude made a difference, along with the additional attention from teachers. Surprisingly, students also indicated that they liked the more focused structure of the summer session [6].

The Teach Baltimore program, supported through Johns Hopkins University, is another example of a summer intervention program that is different from the remedial program provided by the Baltimore City Public School System. Teach Baltimore is offered during the normal school hours of 8:30 am-2:30 pm for children in grades K-2 (Ron Fairchild, Program Director of Teach Baltimore, personal communication, June 21, 2002). About 400 children elect to participate in the summer program and are chosen by lottery. Conversely, the remedial program offered by the public school district is mandatory for students who do not pass certain standardized tests, and operates only during the morning hours. While the remedial program focuses on phonics and repetition of specific skills, Teach Baltimore offers a variety of literacy opportunities, including linking reading with drama and art activities. One innovative aspect of the program is a family literacy piece with parents on Friday mornings. According to Program Director Ron Fairchild, parents join their children for Friday's field trip to a museum, library, or other enriching location. Parents participate in a literacy hour prior to the trip that helps build parenting skills for linking education and daily life. Fairchild feels that the time spent with parents is very important and "demystifies" the educational process, helping parents realize that they can help with their child's education and that they do make a difference. Preliminary research on Teach Baltimore indicates that children who have been in the program for three consecutive years have maintained their gains with tests scores that are about 6% higher than a comparable group of children who did not participate in Teach Baltimore (Ron Fairchild, Program Director of Teach Baltimore, personal communication, June 21, 2002).

It may not be surprising that research on summer programs shows that when a student is performing below grade level in more than one academic area, the student is unlikely to make sufficient progress in a summer program to be promoted to the next grade level [3; 7]. There is also limited research to show how well students maintain their grade-level performance if the student's only academic intervention is the summer remedial program. While some students make short-term gains, early indicators from Chicago Public Schools on long-term gains are not promising. Students who were promoted after participating in Summer Bridge but who did not receive any additional support during the next academic year had test scores that were still below those of other students or that had once again dropped to previous levels within two years ([7], pp. 35, 39). In some situations, the research indicates that students required to participate in the Summer Bridge may actually be more "at-risk" than their socially promoted peers [7]. For example, Summer Bridge students may be doing poorly in several subjects, may have a learning disability, or may not have high levels of support from parents or family members compared to students who were not required to complete Summer Bridge.

Persistent low test scores of students, despite intensive summer interventions, should not be discouraging, and neither should they suggest that programs like Summer Bridge are not helpful. Instead, parents, teachers, and administrators might help by recognizing that many, if not all, students required to participate in a remedial summer program are, in the words of Roderick et al., members of a "particularly vulnerable group of students who might well need sustained attention across their school careers" ([7], p. 53).

Regardless of whether they are promoted or retained, poor-performing students are helped when they have access to additional school resources throughout their school experience. After-school academic programs, one-on-one tutoring, and diagnostic testing that allows teachers to develop an individual approach for specific students are all helpful ways to keep students on the right track. Other recommended strategies include adjusting teaching methods during the regular school year to provide more "hands-on" experiences as well as extending class periods so that students have more time to concentrate on specific topics [6]. Perhaps just as important is for parents, teachers, and the students themselves to maintain high standards for academic success.

If parents suspect that their child would benefit from a summer remedial program, or if their child is required to attend a summer program as a prerequisite for promotion, one or both parents may want to meet with their child's teacher and support staff to discuss the following questions before the summer program begins.

What do the tests say? Since entry into many summer remedial programs is based on low test scores, parents should review their child's scores with the school staff so that any knowledge gaps are clearly understood before the program starts. Parents can also request additional diagnostic testing to clarify any questions about the child's abilities or to determine if the child might have a learning problem that is not being addressed.

What does the other school work show? Test scores should be considered along with information about the child's daily performance throughout the school year. Meeting with the teacher to review the child's other academic work along with test scores will help clarify the areas where the child may consistently need extra help.

What is the summer program's structure? Parents can be most helpful when they understand the details of the program so that they can encourage their child to participate and prepare the family's summer schedule. Will the program be for the morning hours only, or will it run for a "normal" school day? Will there be busing to and from the program? What is the length of the program? Four weeks? Six weeks? How will it differ from the regular year? Will there be "hands-on" activities or field trips? Which specialists will be working with the child?

What are the expected outcomes of participation? Some school districts require that students pass a test at the end of the summer remedial program in order to be promoted to the next grade. It helps to have good information about what is expected from the child. If the child does not pass the test and the parent believes he or she should be promoted, the parent may be able to request a waiver.

How will my child get help throughout the school year? Since research shows that many children do not maintain the gains of a summer program without long-term help, it makes sense to be sure the child has extra support during the school year. Meet with the child's teacher early in the fall and request extra help from tutors or support services in the areas where the child has been struggling.

How can I help my child at home? Families play an important role in encouraging their child's school success. Parents can ask the teacher how they can help from home with activities such as reading together, taking trips to museums, discussing important events related to the child's school work, or making sure that all homework is completed.

For More Information

Making the Most of Summer Vacation for Elementary School Children
http://eric-web.tc.columbia.edu/guides/pg21.html

Summer Home Learning Recipes
http://www.ed.gov/pubs/Recipes/

Summertime Funtime Activities
http://www.ed.gov/pubs/parents/Calendar/

Simple Things You Can Do to Help All Children Read Well and Independently by the End of the Third Grade
http://npin.org/library/2001/n00581/n00581.html

Preparing for the Summer: From Activity Suggestions to Safety
http://npin.org/pnews/1997/pnew597/pnew597j.html

Enjoying Stress-Free Summer Activities
http://npin.org/library/1998/n00055/n00055.html

Sources

[1] Boulay, Matthew, & Fairchild, Ronald. (1997). Making the most of summer vacation for elementary school children. ERIC Clearinghouse on Urban Education Parent Guide [Online]. Available: http://eric-web.tc.columbia.edu/guides/pg21.html

[2] Cooper, Harris. (2001). Summer school: Research-based recommendations for policymakers. SERVE Policy Brief [Online]. Available: http://www.serve.org/publications/pbss.pdf

[3] Dworkowitz, Barbara, & Others. (1993). Pupils with compensatory educational needs. Summer program, 1993. New York: New York City Board of Education. (ERIC Document No. ED379377)

[4] Haenn, Joseph F. (1999, April). Measuring achievement growth in an 18-day summer school session. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada. (ERIC Document No. ED430036)

[5] Johnson, Charmaine D. (2000). The Exit Skills Summer Learning Academies staff and parents' perceptions. Detroit, MI: Detroit Public Schools Office of Research, Evaluation, and Testing. (ERIC Document No. ED440199)

[6] Jones, Helen. (1995, April). Ninth grade repeaters: Why they did better in summer school. Paper presented at the Multidisciplinary Conference on the Scholarship and Creativity of African Americans, Durham, North Carolina. (ERIC Document No. ED401646)

[7] Roderick, Melissa; Bryk, Anthony S.; Jacob, Brian A.; Easton, John Q.; & Allensworth, Elaine. (1999). Ending social promotion: Results from the first two years. Charting Reform in Chicago Series 1. Chicago, IL: Consortium on Chicago School Research. (ERIC Document No. ED439214)

[8] Teach Baltimore. (2002). Teach Baltimore: Research base for summer enrichment programs [Online]. Available: http://www.jhu.edu/~ovs/TB/Teach/tb_desc.html [NPIN Editor's note (02-06-03): this URL has changed: http://www.jhu.edu/teachbaltimore/resources/docs/Fact%20Sheet%20on%20Summer%20Programs.doc]

[9] Ware, Cindy. (1990). Discovering interests and talents through summer experiences. ERIC Digest [Online]. Available: http://www.ed.gov/databases/ERIC_Digests/ed321496.html. (ERIC Document No. ED321496)