Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status. (April 2021)

• Record Type: Journal Article
• Authors: McCormick, Meghan P.; Pralica, Mirjana; Guerrero-Rosada, Paola; Weiland, Christina; Hsueh, Joann; Condliffe, Barbara; Sachs, Jason; Snow, Catherine
• Is Part Of: American educational research journal. Volume 58:Number 2(2021)
• Page Start: 420
• Page End: 455
• Publication Date: 2021-04
• Subjects: summer learning -- academic skills -- preschool -- kindergarten readiness; Education -- United States -- Periodicals; Education -- Research -- United States -- Periodicals; 370.97305
• DOI: 10.3102/0002831220944908
• Languages: English
• ISSNs: 0002-8312

Abstract

This study examines growth in language and math skills during the summer before kindergarten; considers variation by family income, race/ethnicity, and dual language learner status; and tests whether summer center-based care sustains preschool gains. Growth in skills slowed during summer for all children, but the patterns varied by domain and group. Non-White and dual language learner students showed the largest drop-off in language skills during summer. Lower-income students demonstrated slower summer growth in math skills than their higher-income peers. Students enrolled in summer center-based care had faster growth in math skills than those who did not attend care. Yet lower-income students who attended center-based care showed slower growth in language skills during summer than similar nonattenders. Implications are discussed.