Surprising new evidence on summer learning loss

Kuhfeld, Megan

doi:10.1177/0031721719871560

Cited by 109School Choice and PerformanceEducational Outcomes and InfluencesEarly Childhood Education and Development

Surprising new evidence on summer learning loss

Kuhfeld, Megan·2019·Phi Delta Kappan

DOI 10.1177/0031721719871560

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Abstract

It has been common knowledge for decades that poor and working-class students tend to experience “summer learning loss,” a drop in performance between spring and fall that serves to widen the gap between students. However, new research shows that the reality of summer learning loss is more complex. Megan Kuhfeld draws on data from the 3.4 million students who took the NWEA MAP Growth assessments to find that summer slide is common, but not inevitable. According to the data, the students who experienced the greatest loss were those who made the greatest gains during the previous school year. The research also calls into question about the usual explanations for learning loss, such as access to summer programs and length of the school year.

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Early influential studies found that summer is a time when socioeconomic learning gaps widen, but this finding has failed to replicate in more recent studies or in European samples.
“Although early influential studies also found that summer is a time when socioeconomic learning gaps widen, this finding has failed to replicate in more recent studies (8, 9) or in European samples (48, 49).”
From Learning loss due to school closures during the COVID-19 pandemic (2021) · cites this paper as [9]
Prior research indicated student achievement slows down or even declines over summer breaks.
“prior research indicated student achievement slows down or even declines over the summer breaks (e.g., von Hippel et al., 2018;Kuhfeld, 2019).”
From Impacts of the COVID-19 Pandemic on Student Learning and Opportunity Gaps Across the 2020–2021 School Year: A National Survey of Teachers (2022) · cites this paper as Kuhfeld, 2019

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“Other studies have found summer reading programs to be effective, particularly for low-income students (see Kim & Quinn, 2013, for a review), but these programs tend to be costly and often struggle to recruit and retain students and high-quality teachers.”
Background
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“Further, recent research (von Hippel & Hamrock, 2019) points out flaws in the testing and scaling procedures used V101 N1 kappanonline.org 27 has been in school prior to testing.”
Method
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Authors: Kuhfeld, M.
Corresponding author: Kuhfeld, Megan
ORCID: Kuhfeld, Megan
Venue: Phi Delta Kappan
Publisher: SAGE Publications
Published: 2019-08-26
Volume: 101
Issue: 1
Pages: 25-29
ISSN: 0031-7217 (ISSN-L)
1940-6487
DOI: 10.1177/0031721719871560
OpenAlex: W2971276239
Cited by: 93
References: 8
Citations by year: 2026: 4 · 2025: 15 · 2024: 16 · 2023: 23 · 2022: 14 · 2021: 13 · 2020: 8
FWCI: 23.61
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Phi Delta Kappan (publishedVersion)
Topics: Social Sciences › Education › School Choice and Performance
Social Sciences › Education › Educational Outcomes and Influences
Social Sciences › Education › Early Childhood Education and Development
Keywords: summer learning loss, achievement gap, low-income students, working-class students, summer programs, school year length, student performance

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