Low-income students lose literacy skills in the summer: Do summer programs make a difference?

Abstract

This article documents a summer program that attempted to change low-income student achievement in literacy. One hundred and fifty students in grades 3-10 recruited from urban low-income families attended a two week summer program that featured enrichment in literacy skills in reading and writing. Pre- and Post-tests were administered to monitor attendees’ changes in literacy interest and skills. Data were treated using frequencies, percentage, and t-test. Results indicate that the summer program contributed to improved student interest in literacy, but had no significant effect on enhancing students’ literacy skills. These findings must be interpreted with caution, considering the apparent short time period of enrichment. More research should be conducted to further the current efforts.