Do Summer Time-Use Gaps Vary by Socioeconomic Status?
Open accessAbstract
Several scholars have suggested that differential rates of summer learning loss contribute to the persistence of achievement gaps between students of different socioeconomic backgrounds. To better understand the possible determinants of summer learning loss, a test for summer-specific differences by socioeconomic status (SES) in children’s time spent in activities related to cognitive development and parental time spent interacting with children is conducted using data from two time-diary surveys: the Activity Pattern Survey of California Children and the American Time Use Study. Tobit-model estimates provide evidence of statistically and practically significant summer-SES time-use gaps, most notably in children’s television viewing.
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During summer, less affluent children watch more television, converse less with parents, and benefit from less daily parental involvement than wealthier students.
“During summer, less affluent children watch more television, converse less with parents, and benefit from less daily parental involvement than wealthier students (Gershenson, 2013).”
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 Gershenson, 2013
Cites
Mostly Harmless Econometrics: An Empiricist's Companion
Angrist, J. D., & Pischke, J.-S. (2009) · doi:10.1515/9781400829828 · Cited by 9,467 · see citing works
Are Schools the Great Equalizer? Cognitive Inequality during the Summer Months and the School Year
Downey, D. B., von Hippel, P. T., & Broh, B. A. (2004) · American Sociological Review · doi:10.1177/000312240406900501 · Cited by 853 · see citing works
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Dietrichson, J., Bøg, M., Filges, T., & Klint Jørgensen, A.-M. (2017) · Review of Educational Research · doi:10.3102/0034654316687036 · Cited by 288 · see citing works
The short- and long-run impacts of secondary school absences
Liu, J., Lee, M., & Gershenson, S. (2021) · Journal of Public Economics · doi:10.1016/j.jpubeco.2021.104441 · Cited by 143 · see citing works
Self-citationDietrichson, J., Filges, T., Seerup, J. K., Klokker, R. H., Viinholt, B. C. A., Bøg, M., & Eiberg, M. (2021) · Campbell Systematic Reviews: Better Evidence for a Better World · doi:10.1002/cl2.1152 · Cited by 54 · see citing works
Fitzpatrick, D., & Burns, J. (2018) · Campbell Systematic Reviews: Better Evidence for a Better World · doi:10.1002/cl2.194 · Cited by 1 · see citing works
“The effect of multi-track YRE may actually be negative (Graves, 2010; Graves, McMullen, & Rouse, 2013). In both the Kneese (1996) and Cooper et al.”
Background
- Authors
- Gershenson, S.
- Affiliations
- American University (US)
- Corresponding author
- Gershenson, Seth
- ORCID
- Gershenson, Seth
- Venue
- American Educational Research Journal
- Published
- 2013-12
- Volume
- 50
- Issue
- 6
- Pages
- 1219-1248
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2153865732
- Cited by
- 104
- References
- 2
- Citations by year
- 2026: 2 · 2025: 5 · 2024: 6 · 2023: 10 · 2022: 12 · 2021: 9 · 2020: 15 · 2019: 11 · 2018: 7 · 2017: 6 · 2016: 12 · 2015: 7 · 2014: 2
- FWCI
- 33.88
- Type
- journal article
- Language
- en
- Open access
- green
- papers.ssrn.com
- Locations
- American Educational Research Journal (publishedVersion)
- SSRN Electronic Journal (submittedVersion)
- Figshare (submittedVersion, cc-by)
- American University Research Archive
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › Parental Involvement in Education
- Social Sciences › Demography › Global Educational Reforms and Inequalities
- Keywords
- summer learning loss, socioeconomic status, achievement gap, children's time use, parental time with children, cognitive development, television viewing, summer vacation
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