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Counteracting Summer Slide: Social Capital Resources Within Socioeconomically Disadvantaged Families

Research on summer learning has shown that children from a higher socioeconomic status (SES) continue to learn during the summer months of elementary school, but lower-SES students tend to stagnate or lose ground. However, not all low-SES students experience summer learning loss. Drawing on the Begi...

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Bibliographic Details
Published in:Journal of education for students placed at risk 2012-07, Vol.17 (3), p.165-185
Main Authors: Slates, Stephanie L., Alexander, Karl L., Entwisle, Doris R., Olson, Linda S.
Format: Article
Language:English
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Summary:Research on summer learning has shown that children from a higher socioeconomic status (SES) continue to learn during the summer months of elementary school, but lower-SES students tend to stagnate or lose ground. However, not all low-SES students experience summer learning loss. Drawing on the Beginning School Study (BSS), a longitudinal study of a random sample of Baltimore public school students who began first grade in 1982, this article identifies a small sample of low-SES students who gained as much as their higher-SES peers in reading or math during at least three of the four summers of elementary school. Drawing on Coleman and Hoffer's ( 1987 ) theory of within-family social capital, we identify parental characteristics and practices that set these low-SES exceptional summer learners (ESLs) apart from their low-SES peers, who evidence the more typical pattern of summer slide.
ISSN:1082-4669
1532-7671
DOI:10.1080/10824669.2012.688171