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

Vale, Colleen, Weaven, Mary, Davies, Anne, Hooley, Neil, Davidson, Kristy and Loton, Daniel 2013, Growth in literacy and numeracy achievement : evidence and explanations of a summer slowdown in low socio-economic schools, Australian educational researcher, vol. 40, no. 1, pp. 1-25.

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Title Growth in literacy and numeracy achievement : evidence and explanations of a summer slowdown in low socio-economic schools
Author(s) Vale, Colleen
Weaven, Mary
Davies, Anne
Hooley, Neil
Davidson, Kristy
Loton, Daniel
Journal name Australian educational researcher
Volume number 40
Issue number 1
Start page 1
End page 25
Total pages 26
Publisher Springer
Place of publication Dordrecht, The Netherlands
Publication date 2013
ISSN 0311-6999
Keyword(s) summer slide
school reform
achievement growth
social justice
Summary

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.

Language eng
Field of Research 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 930403 School/Institution Policies and Development
HERDC Research category C1 Refereed article in a scholarly journal
HERDC collection year 2012
Persistent URL http://hdl.handle.net/10536/DRO/DU:30050330

Document type: Journal Article
Collection: School of Education
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Created: Wed, 30 Jan 2013, 09:49:21 EST by Colleen Vale

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