The DOI matches its Crossref record; 58 of the 59 references it cites were found in a registry or an index.
Lasting Consequences of the Summer Learning Gap
Abstract
Prior research has demonstrated that summer learning rooted in family and community influences widens the achievement gap across social lines, while schooling offsets those family and community influences. In this article, we examine the long-term educational consequences of summer learning differences by family socioeconomic level. Using data from the Baltimore Beginning School Study youth panel, we decompose achievement scores at the start of high school into their developmental precursors, back to the time of school entry in 1st grade. We find that cumulative achievement gains over the first nine years of children's schooling mainly reflect school-year learning, whereas the high SES-low SES achievement gap at 9th grade mainly traces to differential summer learning over the elementary years. These early out-of-school summer learning differences, in turn, substantially account for achievement-related differences by family SES in high school track placements (college preparatory or not), high school noncompletion, and four-year college attendance. We discuss implications for understanding the bases of educational stratification, as well as educational policy and practice.
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In the citing paper
“Summer learning loss among low‐income students may account for as much as two‐thirds of the income‐based achievement gap (Alexander, Entwisle, & Olson, 2007).”
From PROTOCOL: Single-track year-round education for improving academic achievement in us k-12 schools: results of a meta-analysis (2018) · cites this paper as Alexander, Entwisle, & Olson, 2007
In the citing paper
“Wealthier students, in contrast, are more likely to engage in more stimulating activities, like taking lessons, visiting libraries, and attending museums, than less affluent students (Alexander et al., 2007).”
From PROTOCOL: Single-track year-round education for improving academic achievement in us k-12 schools: results of a meta-analysis (2018) · cites this paper as Alexander et al., 2007
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Cited by
Sorted by citations
COVID-19, school closures, and child poverty: a social crisis in the making
Lancker, W. V., & Parolin, Z. (2020) · The Lancet Public Health · doi:10.1016/s2468-2667(20)30084-0 · Cited by 1,433
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Metadata
- Authors
- Alexander, K. L., Entwisle, D. R., & Olson, L. S.
- Affiliations
- Johns Hopkins University (US)
- Venue
- American Sociological Review
- Publisher
- SAGE Publications
- Published
- 2007-04
- Volume
- 72
- Issue
- 2
- Pages
- 167-180
- ISSN
- 0003-1224 (ISSN-L)
- 1939-8271
- OpenAlex
- W2166150016
- Cited by
- 763
- References
- 59
- Citations by year
- 2026: 16 · 2025: 22 · 2024: 26 · 2023: 36 · 2022: 60 · 2021: 48 · 2020: 77 · 2019: 80 · 2018: 40 · 2017: 42 · 2016: 40 · 2015: 38 · 2014: 48 · 2013: 42 · 2012: 34
- FWCI
- 111.75
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Sociological Review (publishedVersion)
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Sociology and Political Science › Intergenerational and Educational Inequality Studies
- Social Sciences › Education › Parental Involvement in Education
- Keywords
- achievement gap, family socioeconomic status, educational stratification, college preparatory programs, college attendance, educational attainment
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