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1、LastingConsequencesoftheSummerLearningGapKarlL.AlexanderDorisR.EntwisleJohnsHopkinsUniversityJohnsHopkinsUniversityLindaSteffelOlsonJohnsHopkinsUniversityPriorresearchhasdemonstratedthatsummerlearningrootedinfamilyandcommunityinfluenceswidenstheachievementgapacrosssocialline
2、s,whileschoolingoffsetsthosefamilyandcommunityinfluences.Inthisarticle,weexaminethelong-termeducationalconsequencesofsummerlearningdifferencesbyfamilysocioeconomiclevel.UsingdatafromtheBaltimoreBeginningSchoolStudyyouthpanel,wedecomposeachievementscoresatthestartofhighschool
3、intotheirdevelopmentalprecursors,backtothetimeofschoolentryin1stgrade.Wefindthatcumulativeachievementgainsoverthefirstnineyearsofchildren’sschoolingmainlyreflectschool-yearlearning,whereasthehighSES–lowSESachievementgapat9thgrademainlytracestodifferentialsummerlearningoverth
4、eelementaryyears.Theseearlyout-of-schoolsummerlearningdifferences,inturn,substantiallyaccountforachievement-relateddifferencesbyfamilySESinhighschooltrackplacements(collegepreparatoryornot),highschoolnoncompletion,andfour-yearcollegeattendance.WediscussimplicationsforDeliver
5、edbyIngentato:understandingthebasesofeducationalstratification,aswellaseducationalpolicyandAmericanSociologicalAssociationpractice.Mon,19Mar200714:17:15omparisonsofschool-yearandsummergapsbyfamilySES(socioeconomicstatus)andClearninginformfundamentalquestionsofrace/ethnicityw
6、idenmoreduringthesummereducationalstratificationandhelpparseschool,monthsthanduringtheschoolyear.family,andcommunityinfluencesonchildren’sAlthoughthedetailedresultsofsubsequentacademicdevelopment.Withchildren“in”theirresearchontheseasonalityoflearningdonothomes,schools,andco
7、mmunitiesduringthelineupperfectly(seeCooperandcolleagues’schoolyear,butjust“in”theirhomesandcom-[1996]meta-analysisforanoverview),thepat-munitiesoverthesummermonths,theacademicternsdocumentedbyHeynsinthe1970sforcalendarapproximatesanaturalexperimentthatmiddleschoolchildrenin
8、publicschoolsinaffordsleverageforisolatingthedistinctiveroleAtlanta,Georgia
