Abstract
The phenomenon of summer slide or setback has gained a great deal of attention in the USA. It is understood to account for as much as 80 % of the difference in achievement for students between low and high socio-economic families over their elementary schooling. In a mixed method longitudinal study of reforms in low socio-economic school communities in Victoria, Australia this phenomenon in the achievement growth of primary and secondary school students for both literacy and numeracy was identified. The longitudinal analysis of achievement data revealed decelerated growth during Terms 4 and 1, the spring and summer months in the Australian school calendar. In this article we present these findings and the reflections of Principals, literacy and numeracy leaders and coaches about these findings and their suggestions for action. We argue that reforming school practices during Terms 1 and 4 and developing a deeper understanding of students’ out-of-school learning and knowledge are essential for enhancing growth in achievement from September to March and for narrowing the achievement gap between marginalised and advantaged students. Further research of this phenomenon in the Australian context is needed.
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Notes
Findings for Koori, ELL and refugee students are not reported here.
Reading Recovery is a structured intervention program for Grade 1 students was also being used for students in other grades in some pilot schools.
At least one primary school in one regional network was within the area of the ‘Black Saturday’ bushfire that occurred in February 2009 and many others would have been impacted through relatives and community connections across the network and region.
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Acknowledgments
The study reported in this article is part of larger evaluation of the Literacy and Numeracy Pilots in Low SES School Communities that was jointly funded by the Australian and Victorian Governments. We wish to sincerely thank the teachers, principals, coaches, network leaders and education staff of the DEECD Regions participating in this study who gave generously of their time so we could gain insight into the pilot and their practices and who provided achievement data for analysis. We also wish to acknowledge staff in the Office of Government School Education, DEECD, who provided direction and advice on the evaluation.
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Vale, C., Weaven, M., Davies, A. et al. Growth in literacy and numeracy achievement: evidence and explanations of a summer slowdown in low socio-economic schools. Aust. Educ. Res. 40, 1–25 (2013). https://doi.org/10.1007/s13384-012-0065-9
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DOI: https://doi.org/10.1007/s13384-012-0065-9