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Source: Alexander, K.L., Entwisle, D.R., and Olson, L.S. “Schools, Achievement and Inequality: A Seasonal Perspective.” Educational Evaluation and
Policy Analysis, 23(2), 171-191 (2001)
Policy Analysis, 23(2), 171-191 (2001)
So What?
1) Researchers at Johns Hopkins University looked at a group of 665 Baltimore, Maryland students' reading test scores at the
beginning and end of each school year and followed them from 1st through 5th grade.
2) The difference between scores at the beginning and end of the school year were gains attributed to the school year. Likewise,
the difference between scores at the beginning and end of the summer (same as end of one school year and the beginning of
the next school year) were gains attributed to factors outside of school.
3) Learning was measured using the standardized California Achievement Test -Reading Comprehension (CAT-V).
4) Socio-economic status (SES) was classified based on a composite of mother's and father's educational levels, mother's and
father's occupational status, and student's receipt of reduced-price school meals; an indicator of income level relative to family
size.
5) Note how each summer the high-SES student scores improve more than mid-SES or low-SES students.
6) Note also how each school year the rate of improvement (i.e. slope of the lines) is about the same for all SES levels.
7) This seems to say that over the elementary school years, the average difference in achievement between high-SES, mid-SES,
and low-SES students is not due to the impact of school, but rather the impact of not being in school.
8) See this data graphed as gains and losses for each season from grades 1 through 5.
9) See also the results for California Achievement Test -Math Concepts and Applications (CAT-M), where summer scores often
improve only slightly or decline.
1) Researchers at Johns Hopkins University looked at a group of 665 Baltimore, Maryland students' reading test scores at the
beginning and end of each school year and followed them from 1st through 5th grade.
2) The difference between scores at the beginning and end of the school year were gains attributed to the school year. Likewise,
the difference between scores at the beginning and end of the summer (same as end of one school year and the beginning of
the next school year) were gains attributed to factors outside of school.
3) Learning was measured using the standardized California Achievement Test -Reading Comprehension (CAT-V).
4) Socio-economic status (SES) was classified based on a composite of mother's and father's educational levels, mother's and
father's occupational status, and student's receipt of reduced-price school meals; an indicator of income level relative to family
size.
5) Note how each summer the high-SES student scores improve more than mid-SES or low-SES students.
6) Note also how each school year the rate of improvement (i.e. slope of the lines) is about the same for all SES levels.
7) This seems to say that over the elementary school years, the average difference in achievement between high-SES, mid-SES,
and low-SES students is not due to the impact of school, but rather the impact of not being in school.
8) See this data graphed as gains and losses for each season from grades 1 through 5.
9) See also the results for California Achievement Test -Math Concepts and Applications (CAT-M), where summer scores often
improve only slightly or decline.
Reading Cumulative Learning Seasonality vs. Socio-Economic Status
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