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ERIC Number: EJ975181
Record Type: Journal
Publication Date: 2012
Pages: 21
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1082-4669
Counteracting Summer Slide: Social Capital Resources within Socioeconomically Disadvantaged Families
Slates, Stephanie L.; Alexander, Karl L.; Entwisle, Doris R.; Olson, Linda S.
Journal of Education for Students Placed at Risk, v17 n3 p165-185 2012
Research on summer learning has shown that children from a higher socioeconomic status (SES) continue to learn during the summer months of elementary school, but lower-SES students tend to stagnate or lose ground. However, not all low-SES students experience summer learning loss. Drawing on the Beginning School Study (BSS), a longitudinal study of a random sample of Baltimore public school students who began first grade in 1982, this article identifies a small sample of low-SES students who gained as much as their higher-SES peers in reading or math during at least three of the four summers of elementary school. Drawing on Coleman and Hoffer's (1987) theory of within-family social capital, we identify parental characteristics and practices that set these low-SES exceptional summer learners (ESLs) apart from their low-SES peers, who evidence the more typical pattern of summer slide. (Contains 1 figure, 7 tables, and 3 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland
Identifiers - Assessments and Surveys: California Achievement Tests