{"id":10542,"date":"2020-05-07T08:33:12","date_gmt":"2020-05-07T12:33:12","guid":{"rendered":"https:\/\/www.reseaureussitemontreal.ca\/key-topics\/covid-19-and-educational-success\/la-perte-des-acquis-pendant-les-interruptions-scolaires\/"},"modified":"2020-07-08T14:49:14","modified_gmt":"2020-07-08T18:49:14","slug":"knowledge-loss-during-school-interruptions","status":"publish","type":"page","link":"https:\/\/www.reseaureussitemontreal.ca\/en\/key-topics\/covid-19-and-educational-success\/knowledge-loss-during-school-interruptions\/","title":{"rendered":"Knowledge loss during school interruptions"},"content":{"rendered":"

school interruptions:<\/span>
\nwhat does THE LITERATURE say about summer learning loss, and what can we infer from IT ABOUT lockdown-related school interruptions?<\/span><\/h3>\n

Published on May 7, 2020<\/p>\n

\n

GUEST CONTRIBUTION<\/strong><\/p>\n

By V\u00e9ronique Dup\u00e9r\u00e9<\/a>,\u00a0Isabelle Archambault<\/a>, and Kristel Tardif-Grenier<\/a>.<\/em><\/p>\n

R\u00e9seau r\u00e9ussite Montr\u00e9al is seeking researchers studying various aspects of school perseverance as it relates to the current health crisis. We thank them for contributing to our special section on COVID-19 and educational success.<\/em><\/p>\n

\n

A regression that widens the gap<\/a>\u00a0|\u00a0A prolonged interruption and limited resources<\/a>\u00a0|\u00a0Solutions<\/a>\u00a0|\u00a0About the authors<\/a><\/p>\n

All teachers know that during the long summer break, their students lose a certain amount what they learned in school, which is why there is a review period at the start of the school year.<\/p>\n

Research has born this out. On average, in Canada and around the world, students tend to regress over the summer (Alexander et al., 2007; Davies and Aurini, 2013; Davies et al., 2015; Lindahl, 2001).<\/p>\n

<\/a>AN UNEQUAL REGRESSION\u2014DISADVANTAGED STUDENTS FALL FURTHER BACK<\/h4>\n

But the term \u201con average\u201d conceals significant variations. While the regression in learning is relatively modest for most students, it is clearly more pronounced for some and non-existent for others\u2014indeed, some students actually make gains over the summer.<\/p>\n

While students in advantaged families are more likely to fall into the latter categories, those who regress tend to be from low-income families. The gap between students from advantaged and disadvantaged backgrounds widens during the summer break, but this does not happen during school months.<\/p>\n

The advantages that students from more affluent families enjoy over their disadvantaged peers in terms of grades and perseverance in school thus appear to stem to a large degree from accumulating superior learning experiences summer after summer (Alexander et al., 2007).<\/p>\n

COVID-19: AN EXTRA INTERRUPTION FOR THE 2019\u20132020 SCHOOL YEAR<\/h3>\n

The COVID-19 crisis could widen this gap further. When Qu\u00e9bec students return to school in the fall, they will have experienced not only the usual regression from the long break in July and August but also from the forced break due to the pandemic.<\/p>\n

The need to catch up will therefore likely be more pronounced when the school calendar returns to normal, especially among groups of students who are more susceptible to regression year after year.<\/p>\n

<\/a>A PROLONGED INTERRUPTION AND LIMITED ACCESS TO RESOURCES<\/h4>\n

Even students who ordinarily maintain their learning during long breaks may not be able to this time. This is not only because of the exceptional duration of the break, but also because some children currently lack access to the resources, computer equipment, internet connection, and other sources of educational or emotional support they need to continue their schooling.<\/p>\n

Nor will those who usually attend camps, go to libraries or museums, or engage in other stimulating cultural, sports, or scientific activities have access to these services during the lockdown, which will be another source of regression.<\/p>\n

For these reasons, some researchers estimate that this year, students will retain only 50 to 70 percent<\/strong> of the knowledge in mathematics and reading that they would gain in a typical year. (Kuhfeld and Tarasawa, 2020).<\/p>\n

<\/a>FINDing SOLUTIONS from research on \u201cSUMMER LEARNING LOSS\u201d<\/h3>\n

In addressing the need for students to catch up when they return to school, various solutions suggested in the academic literature to attenuate \u201csummer learning loss\u201d could prove relevant (Cooper, 2003; McCombs et al., 2011).<\/p>\n

Changing the school calendar<\/strong><\/p>\n

Some of these solutions concern extending or reconfiguring the school calendar to avoid such long interruptions. Other solutions do not require changing the number of school days in the calendar but rather increasing the number of hours of teaching per day.<\/p>\n

Increasing access to summer enrichment programs and summer courses<\/strong><\/p>\n

Another avenue, which does not require changes to school operations during the school year, is to improve availability and accessibility to summer enrichment programs and summer courses (Davies et al., 2020).<\/p>\n

Its flexibility makes this an attractive solution, but it is no magic bullet. Many conditions must be met for real learning to occur. For example, studies show that to be effective, these activities must take place over a number of weeks, be led by qualified staff, and integrate recreational activities (Alexander et al., 2016; Davies et al., 2020). Nor is it clear whether the programs identified in the literature will be effective when done remotely.<\/p>\n

Screening at-risk youth<\/strong><\/p>\n

Finally, regardless of which scenario is adopted, measures should be put in place immediately to identify and support those children and teens most in need of assistance, including during the summer.<\/p>\n

In a situation when, for the great majority of Qu\u00e9bec students, school will not begin before September, only substantial efforts involving all stakeholders will help reduce regressions and inequality.<\/p>\n

<\/a>ABOUT THE AUTHORS<\/h3>\n

\"\"<\/a>V\u00c9RONIQUE DUP\u00c9R\u00c9<\/strong><\/p>\n

Associate professor<\/em>
\nSchool of Psychoeducation, Universit\u00e9 de Montr\u00e9al
\nCanada Research Chair on the Transition to Adulthood
\nCo-holder of the Myriagone \u2013 McConnell-Universit\u00e9 de Montr\u00e9al Research Chair in Knowledge Mobilization Among Youth<\/p>\n

Researcher<\/em>
\nPublic Health Research Institute of the Universit\u00e9 de Montr\u00e9al
\nInstitut universitaire Jeunes en difficult\u00e9
\nGroupe de recherche sur les environnements scolaires<\/p>\n

 <\/p>\n

\"\"<\/a>ISABELLE ARCHAMBAULT<\/strong><\/p>\n

Associate professor<\/em>
\nSchool of Psychoeducation, Universit\u00e9 de Montr\u00e9al
\nCanada Research Chair on School, Child Well-Being, and Educational Success
\nCo-holder of the Myriagone \u2013 McConnell-Universit\u00e9 de Montr\u00e9al Research Chair in Knowledge Mobilization Among Youth<\/p>\n

Researcher<\/em>
\nCentre interdisciplinaire de recherche sur le cerveau et l\u2019apprentissage (CIRCA)
\nInstitut universitaire Jeunes en difficult\u00e9
\nGroupe de recherche sur les environnements scolaires<\/p>\n

 <\/p>\n

\"\"<\/a>KRISTEL TARDIF-GRENIER<\/strong><\/p>\n

Professor<\/em>
\nDepartment of Psychoeducation and Psychology, Universit\u00e9 du Qu\u00e9bec en Outaouais<\/p>\n

Reasearcher<\/em>
\nInstitut universitaire Jeunes en difficult\u00e9<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

\n

\"\"<\/a>Stay informed about new content added to our Determinants and the Pandemic series. -> <\/strong>Sign up for our newsletter<\/a>.<\/strong><\/p>\n

\n

References<\/span><\/p>\n

Alexander, K., Pitcock, S., and Boulay, M. C. (2016).\u00a0The Summer Slide: What We Know and Can Do About Summer Learning Loss. Teachers College Press.<\/span><\/p>\n

Alexander, K. L., Entwisle, D. R., and Olson, L. S. (2001). \u201cSchools, Achievement, and Inequality: A Seasonal Perspective.\u201d Educational Evaluation and Policy Analysis, 23, 171\u2013191.<\/span><\/p>\n

Alexander, K. L., Entwisle, D. R., and Olson, L. S. (2007). \u201cLasting Consequences of the Summer Learning Gap.\u201d American Sociological Review, 72, 167\u2013180.<\/span><\/p>\n

Cooper, H. (2003).\u00a0Summer Learning Loss: The Problem and Some Solutions. Champaign, IL: Children\u2019s Research Center, University of Illinois and ERIC Clearinghouse on Elementary and Early Childhood Education.<\/span><\/p>\n

Cooper, H., Nye, B., Charlton, K., Lindsay, J., and Greathouse, S. (1996). \u201cThe Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-analytic Review.\u201d Review of Educational Research, 66, 227\u2013268.<\/span><\/p>\n

Davies, S. and Aurini, J. (2013). \u201cSummer Learning Inequality in Ontario.\u201d Canadian Public Policy, 39, 287\u2013307.<\/span><\/p>\n

Davies, S., Aurini, J., and Milne, E. (2020). \u201cSummer Learning: Classic, New, and Future Research.\u201d In S. H. Bae, J. L. Mahoney, S. Maschke & L. Stecher (eds.), International Developments in Research on Extended Education: Perspectives on Extracurricular Activities, After-school Programmes, and All-day Schools\u00a0(pp. 193\u2013210). Opladen, Germany: Verlag Barbara Budrich.<\/span><\/p>\n

Davies, S., Aurini, J., Milne, E. et Pierre, J. J. (2015). \u201cLes effets des programmes d\u2019\u00e9t\u00e9 de litt\u00e9ratie: Les th\u00e9ories sur les opportunit\u00e9s d\u2019apprentissage et les \u00e9l\u00e8ves \u00abnon traditionnels\u00bb dans les \u00e9coles de langue fran\u00e7aise en Ontario.\u201d Canadian Journal of Sociology, 40, 189\u2013222.<\/span><\/p>\n

Downey, D. B., von Hippel, P. T., and Broh, B. A. (2004). \u201cAre Schools the Great Equalizer? Cognitive Inequality During the Summer Months and the School Year.\u201d American Sociological Review, 69, 613\u2013635.<\/span><\/p>\n

Kuhfeld, M. and Tarasawa, B. (2020). The COVID-19 Slide: What Summer Learning Loss Can Tell Us About the Potential Impact of School Closures on Student Academic Achievement. Portland, OR: NWEA.<\/span><\/p>\n

Lindahl, M. (2001). Summer Learning and The Effect of Schooling: Evidence from Sweden. Bonn, Germany: Discussion paper, Institute for the Study of Labor.<\/span><\/p>\n

McCombs, J. S., Augustine, C. H., Schwartz, H. L., Bodilly, S. J., McInnis, B., Lichter, D. S., and Cross, A. B. (2011).\u00a0Making Summer Count: How Summer Programs Can Boost Children\u2019s Learning. Santa Monica, CA: Rand Corporation.<\/span><\/p>\n

Patall, E. A., Cooper, H., and Allen, A. B. (2010). \u201cExtending the School Day or School Year: A Systematic Review 0f Research (1985\u20132009).\u201d Review of Educational Research, 80, 401\u2013436.<\/span><\/p>\n

Sandberg Patton, K. L. and Reschly, A. L. (2013). \u201cUsing Curriculum\u2010based Measurement to Examine Summer Learning Loss.\u201d Psychology in the Schools, 50, 738\u2013753.<\/span><\/p>\n

<\/h3>\n

WEBINAr 2: Teen mental health during the pandemic<\/h3>\n

DATE: THURSDAY, MAY 21 AT 8:30 A.M. (DURATION: 1 HOUR 15 MINUTES) (in French)<\/h6>\n

During this crisis that has disrupted everyone\u2019s lives and created many challenges and issues, the mental health of teens is of great concern. Teens find themselves in an unprecedented situation during a time in their development already marked by considerable change. While some are coping with the situation with relative composure, others are experiencing significant distress.<\/p>\n

>> Visit the event page to register.<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

school interruptions: what does THE LITERATURE say about summer learning loss, and what can we infer from IT ABOUT lockdown-related school interruptions? Published on May 7, 2020 GUEST CONTRIBUTION By V\u00e9ronique Dup\u00e9r\u00e9,\u00a0Isabelle Archambault, and Kristel Tardif-Grenier. R\u00e9seau r\u00e9ussite Montr\u00e9al is seeking researchers studying various aspects of school perseverance as it relates to the current health … Continue reading Knowledge loss during school interruptions<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"parent":10083,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"categories":[2],"class_list":["post-10542","page","type-page","status-publish","hentry","category-uncategorized"],"acf":[],"yoast_head":"\nKnowledge loss during school interruptions - R\u00e9seau r\u00e9ussite Montr\u00e9al<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"http:\/\/www.reseaureussitemontreal.ca\/en\/key-topics\/covid-19-and-educational-success\/knowledge-loss-during-school-interruptions\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Knowledge loss during school interruptions - R\u00e9seau r\u00e9ussite Montr\u00e9al\" \/>\n<meta property=\"og:description\" content=\"school interruptions: what does THE LITERATURE say about summer learning loss, and what can we infer from IT ABOUT lockdown-related school interruptions? 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