Counteracting Summer Slide: Social Capital Resources Within Socioeconomically Disadvantaged Families |
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| Authors: | Stephanie L Slates Doris R Entwisle Linda S Olson |
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| Institution: | Department of Sociology , Johns Hopkins University |
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| Abstract: | 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
Coleman , J. S. , &
Hoffer , T. ( 1987 ). Public and private high schools: The impact of communities . New York : Basic Books . Google Scholar]) 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. |
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