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Growth in literacy and numeracy achievement: evidence and explanations of a summer slowdown in low socio-economic schools

Vale, Colleen M, Weaven, Mary, Davies, Anne, Hooley, Neil, Davidson, Kristy and Loton, Daniel (2012) Growth in literacy and numeracy achievement: evidence and explanations of a summer slowdown in low socio-economic schools. Australian Educational Researcher, 40 (1). pp. 1-25. ISSN 0311-6999 (print) 2210-5328 (online)

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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.

Item Type: Article
Uncontrolled Keywords: ResPubID25564, school reform, social justice, achievement growth, improving literacy outcomes, improving mathematics outcomes, summer slide
Subjects: FOR Classification > 1301 Education Systems
FOR Classification > 1608 Sociology
Faculty/School/Research Centre/Department > College of Education
Depositing User: Yimin Zeng
Date Deposited: 21 Jul 2014 06:53
Last Modified: 23 Mar 2015 03:09
URI: http://vuir.vu.edu.au/id/eprint/23390
DOI: https://doi.org/10.1007/s13384-012-0065-9
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Citations in Scopus: 11 - View on Scopus

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