Summertime, and the livin is easy remains a popular, lyrical sentiment. However, according to a newly released report of the states Joint Legislative Task Force on Summer Learning, school children shouldnt take it too easy this summer.
Summertime is becoming a focal point in recent education reform due to extensive, national research that confirms a dramatic drop-off in learning during students summer vacation. Predictably, this learning dip affects underserved students most. Compelling research attests that summer carries risks and setbacks - particularly for low-income youth. By comparison, recent empirical studies also show that high-quality summer learning programs produce significant gains in student academic achievement.
Research spanning 100 years shows that students typically score lower on standardized tests at summers end than they do at the beginning of summer. Additionally, most students lose up to two months of grade level equivalency in mathematical skills, regardless of their socioeconomic status. Low-income students also lose up to two months in reading achievement. In part, because of unequal summer learning opportunities during the elementary school years, low-income youth are less likely to graduate high school or enter college.
Nationally, policymakers and stakeholders are beginning to address the summer learning issue, but Rhode Island is in the vanguard of the emerging summer learning debate.
Rhode Island has been a proactive, national leader regarding initiatives for after-school opportunities and summer learning. To date, with the support of the Nellie Mae Education Foundation, state leaders have already convened a summer learning work group; piloted innovative, statewide summer programs; and, most recently, created the legislative task force to study the issue.
The legislative task force was created by the Rhode Island General Assembly and includes representatives from the education field, the afterschool field, government leaders and other education stakeholders.
For Rhode Island to maintain its leadership role, the task force recommends that policymakers and stakeholders implement the following:
" Provide $500,000 in funding to create pilot summer learning programs in the state 2010 budget.
" Adopt the New Vision for Summer School, launched by the National Summer Learning Association, as the model for pilot programs and other summer programs throughout the state.
" Ensure that existing local, state and federal funds are aligned to provide effective school and community linkages and collaboration.
" Increase sharing of student and school data between schools and partner organizations to ensure seamless services for students throughout the year.
" Utilize summer learning programs as an essential component of school reform and school turnaround plans through the use of federal Title I and School Turnaround funds, as well as state funding focused on closing the achievement gap.
" Create a permanent legislative commission on summer learning that would meet at least twice annually to discuss progress in the area of summer learning.
The New Vision for Summer School views summer programs as essential to comprehensive student support. These programs blend core academics and hands-on activities to better engage students and teachers. Notably, new-vision programs are different than traditional school-year programs, encouraging learning experiences that build academic skills and provide numerous enrichment activities such as arts, music, recreation and hands-on experiential activities. Many of these programs can be partnerships between schools and community-based organizations.
Rhode Islands interest in summer learning reflects a significant shift toward summer for closing achievement gaps through innovative programming.
Successful pilot programs cited by the task forces report bear witness. Central Falls COOL Summer Program serves at-risk incoming sixth, seventh, and eighth graders exhibiting poor academic performance or identified social or emotional need.
Project-based learning is the foundation for improving literacy skills, social and emotional competencies and learning about post-graduation career opportunities. The program reached 145 students in 2009, with substantial growth expected in 2010.
Providences Bailey Elementary School Summer Program focuses on literacy and ensuring that students are reading on grade level by third grade. The program combines academic enrichment with intensive literacy programs to meet these goals. Third grade NECAP reading scores at Bailey have increased 143 percent over the past two years.
Meanwhile, Hope High Schools H2O program focuses exclusively on ninth
grade transition to ensure that incoming students are prepared to enter high school and have the resources to be successful. Since 2006, the Hope High School H20 program has served 120 students. All of those students have either graduated or have remained in school. The program maintains a 0 percent dropout rate.
As detailed in a recent Rhode Island Department of Elementary and Secondary Education report, although after-school and summer learning programs already exist here, additional state leadership is needed to determine which programs strategies are most effective, efficient and will ensure that all underserved children have access to high-quality summer learning programs.
The task forces recommendations can carry Rhode Island considerably further toward providing our children access to productive summer learning.
Sen. Frank DeVall Jr. (D-Dist. 18, East Providence) and Rep. Edwin Pacheco (D-Dist. 47, Burrillville, Glocester) are the co-chairpersons of the Joint Legislative Task Force on Summer Learning.