Summer Learning


Research shows that summertime can widen the achievement gap between students from low-income families and their more-affluent peers. Summer learning programs are a promising way to narrow the gap. RAND researchers examine approaches and strategies for summer learning initiatives and their effects on student outcomes.

  • Elementary schoolchildren wearing face masks in a classroom, photo by kevajefimija/Getty Images


    Commit Now to Get Summer Programming Right

    Apr 15, 2021

    When summer programs are targeted to needs, intentionally designed, and well attended, they produce positive outcomes in math and reading. But these programs need federal support, and they require early planning.

  • High school teacher in classroom with students wearing face masks, photo by RichVintage/Getty Images


    Teachers Have Lost Out on Professional Development. Summer Programs Could Help

    Mar 5, 2021

    For thousands of teachers across the United States, 2020 was a year of uncertainty. Many lacked access to their usual professional learning activities. Summer programs for students that also offer learning opportunities for teachers might help make up for lost time.

Explore Summer Learning

  • News Release

    News Release

    Investment in Summer Learning Programs Can Help Stop the 'Summer Slide'

    The loss of knowledge and educational skills during the summer months is cumulative over the course of a student's career and further widens the achievement gap between low- and upper-income students.

    Jun 12, 2011

  • Research Brief

    Research Brief

    Hours of Opportunity: How Cities Can Build Systems to Improve Out-of-School-Time Programs

    Five cities that received a grant from The Wallace Foundation to increase collaboration, access, quality, information sharing, and sustainability in their out-of-school-time systems used different planning approaches to meet the initiative's goals.

    Oct 18, 2010

  • People


    Susannah Faxon-Mills

    Senior Policy Analyst
    Education B.A. in community studies, University of California, Santa Cruz; M.A. in education policy, Stanford University

  • People


    Jennifer Sloan McCombs

    Director, Behavioral and Policy Sciences Department; Senior Policy Researcher
    Education Ph.D. in public policy, The George Washington University; B.A. in East Asian studies, College of William and Mary

  • People


    Katie Tosh

    Policy Analyst
    Education M.P.H. in public health, Tulane University; B.A. in environmental studies, University of North Carolina; B.A. in Spanish, University of North Carolina; Certificate in nonprofit management and leadership, Tufts University

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