Reverse the Lost Days of Summer and Help Build Education Equity
Join in and Celebrate #KeepKidsLearning on Wednesday
June 15, 2015 – Schools are out for the summer but should learning take a break? To prevent “summer slide” and the achievement gap, students struggling in the classroom need more time to master skills needed for college and career including summertime opportunities to catch up and stay on track.
To that end, advocates for children and families should be aware of a new advocacy opportunity on Friday, June 19. Sponsored by the National Summer Learning Association, it spotlights the need to reverse summer learning loss and close the achievement gap. Everyone is invited to join in – schools, parents, educators, policymakers, businesses – by visiting the Association’s website and making a pledge to #KeepKidsLearning. Won’t you?
For social media users, a simple thing we can all do to advocate for expanded learning and summer learning programs, including those that keep kids safe and nutritionally healthy, is to raise our voices in a loud chorus in the Association’s Thunderclap starting at 1 p.m. on Wednesday, June 17.
From an equity standpoint, access to high quality summer programs are particularly critical for students from low-income families, student of color, and students experiencing significant challenges that subsequently struggle in the classroom. For children at-risk of falling behind during the summer, the “summer slide” can cost as much as two months in grade level equivalency in both math and reading. Meanwhile, more affluent children who do have access to summer enrichment tend to make gains during these months.
By the time a child from a low‐income family reaches sixth grade, he or she has spent an estimated 6,000 fewer hours learning than a peer from a wealthy household, including 4,385 fewer hours in after‐school, summer and other extracurricular activities.
Research has shown us that expanded learning opportunities including summer programs are important strategies for reducing the achievement gap among our state and nation’s children.
Recognizing the importance of summer learning opportunities, many state and community coalitions around the country have prioritized summer learning to erase gaps in early literacy, boost 3rd grade reading proficiency, and improve high school graduation rates – all which are essential for children’s long-term success. Grade level reading proficiency has gained renewed importance in education reform in our state, too, where half of low-income students are not reading proficiently by the end of 3rd grade. And the statistics are worse for African American and Latino students. The Michigan Legislature earlier this month approved a FY2016 spending plan that includes new investments in early literacy.
Of course, summer learning is part of a bigger picture of expanded learning – a term that incorporates high-quality before- and after-school programs that expand the school day and summer opportunities to expand learning beyond the traditional school year. Together, these programs work to close achievement gaps by driving competency in STEM (Science, Technology, Engineering and Math) areas, supporting reading skills across the K-12 spectrum, and ultimately improve high school graduation rates.
Michigan’s Children has been at the forefront on this issue, fighting to improve public policies and funding for expanded learning for kids who struggle in school. Recognition by the Governor and Legislature that expanded learning should be part of the strategy to improve 3rd grade reading was an important development this year, particularly because it came with an added $17.5 million investment for fiscal year 2016. Michigan’s Children is glad for this investment, and hopes to see this funding further targeted in the future to high-quality, evidenced programs through the 21st Century Community Learning Centers model. These programs have been funded under the federal Elementary and Secondary Education Act. Coincidentally, a bill with bipartisan support to reauthorize the ESEA, which is long overdue, is expected to be debated on the Senate floor starting June 22.
One important way you can speak up in support of expanded learning is to contact your members of Congress to urge greater federal investment through the 21st Century Community Learning Centers. Another valuable thing to do is to talk to your state legislators about the importance of expanded learning. Thank them for supporting additional instruction time in the FY2016 state budget for K-3rd students, but also remind them that it doesn’t go far enough to ensure the students with the most challenges receive the types of high-quality programs – programs through the 21st Century Community Learning Centers – that we know can help them catch up, stay-on-track, and succeed.
Fortunately, specialized events such as Summer Learning Day encourage and educate all of us to push on for positive change – federally and in Michigan – to make a real difference in the educational success of all of our children.
Therefore on Wednesday, send a Tweet in support of #KeepKidsLearning and then come back on Friday to take the pledge to #KeepKidsLearning.
Here are some Sample Tweets for the Thunderclap:
#SummerLearning programs critical to reduce the #AchievementGap #KeepKidsLearning tinyurl.com/q92dfp4 bit.ly/SLDPledge
#SummerLearning loss is a significant contributor to the #AchievementGap. #KeepKidsLearning bit.ly/SLDPledge
Kids from low-income families can lose 2 mos reading while higher-income make gains in the summer. #KeepKidsLearning bit.ly/SLDPledge
Kids in low-income communities struggle to access high quality learning during the summer. #KeepKidsLearning bit.ly/SLDPledge
— Teri Banas
Teri is a communications consultant working for Michigan’s Children.
“Expanded Learning Opportunities are Critical to Improve 3rd Grade Reading,” a Michigan’s Children Issues brief.
“Expanded Learning Opportunities for Michigan’s Most Challenged Children and Youth,” by Michigan’s Children.
Read the latest Michigan-specific data on summer learning from America After 3 pm.