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Lasting Consequences of the Summer Learning Gap
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Lasting Consequences of the Summer Learning Gap

著者: Karl L Alexander; Doris R Entwisle; Linda Steffel Olson
出版商: Sage Publications
版本/格式: 文章 文章 : 英语
刊登在:American Sociological Review, 72, no. 2 (2007): 167-180
数据库:ArticleFirst
其它数据库: British Library SerialsArticleFirstERIC
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文件类型: 文章
所有的著者/提供者: Karl L Alexander; Doris R Entwisle; Linda Steffel Olson
ISSN:0003-1224
语言注释: English
专有的标识符 707579865
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schema:description"Prior research has demonstrated that summer learning rooted in family and community influences widens the achievement gap across social lines, while schooling offsets those family and community influences. In this article, we examine the long-term educational consequences of summer learning differences by family socioeconomic level. Using data from the Baltimore Beginning School Study youth panel, we decompose achievement scores at the start of high school into their developmental precursors, back to the time of school entry in 1st grade. We find that cumulative achievement gains over the first nine years of children's schooling mainly reflect school-year learning, whereas the high SES-low SES achievement gap at 9th grade mainly traces to differential summer learning over the elementary years. These early out-of-school summer learning differences, in turn, substantially account for achievement-related differences by family SES in high school track placements (college preparatory or not), high school noncompletion, and four-year college attendance. We discuss implications for understanding the bases of educational stratification, as well as educational policy and practice."
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