Research on the Importance of Summer Library Programs

School Districts want to Address the Achievement Gap

Research summaries on summer learning and reading can be used to help public libraries justify the tremendous efforts they make during the summer to keep children reading. Public libraries can use the research to explain how what they do in the summer helps the students meet local school district objectives. One key element of research is that "summer learning loss" is a very real phenomenon, it impacts children living in poverty the most, and its effects are cumulative. School districts are interested in this research because some researchers feel the learning loss during the summer accounts for 50 percent or more of the achievement gap between children living in poverty and those whose families have higher incomes and children of color and those who are white. This achievement gap between exists in many Wisconsin school districts and its elimination is a key focus of the national No Child Left Behind Act at the national level.

In Wisconsin, a high percentage of children who live in poverty are also children of color. As a result, when most school districts with high percentages of children of color look at data on children living in poverty or children of color; the data identifies most of the same children. These children are often not testing at a proficient or higher level of standardized tests. School districts are all working to eliminate the achievement gap. They are interested in any partnering agencies that can help them. Research indicates that public library summer reading programs do have an impact on reducing summer learning loss. The research can be very helpful for public libraries to communicate the cost effectiveness of the library's program.

Summer Learning Loss and Children Living In Poverty

Harris Cooper was one of the first researchers to summarize various studies that documented "summer learning loss." (Summer Learning Loss: The Problem and Some Solutions www.ericdigests.org/2003-5/summer.htm) He said studies showed that students who do not engage in educational activities during the summer typically score lower on tests at the end of summer than they did at the beginning. Two to three months of learning can be lost over the summer.

Areas that showed the greatest loss were procedural and factual information, such as math facts and spelling. These skills are more likely to be forgotten over the summer if they are not used. Cooper found the average math skill loss to be about 2.6 months during the summer.

Cooper reported that children living in poverty had greater summer learning loss than did children from middle and upper income families. The children whose families were more affluent had modest gains in reading skills if they read at least 4 or 5 books over the summer, and a loss if they did not read any books at all. But the children living in poverty who did not read over the summer lost about 2 months of reading skills. Cooper felt the differences could be the youth in more affluent families have access to reading materials in the home and opportunities to practice reading in different ways. Copper indicated that reading over the summer is especially important to students in grades k-3, but continues to be important at least through middle school.

Anne McGill-Franzen and Richard Allington reported on the impact summer learning loss has for children whose families have low incomes, in their work Use Students' Summer-Setback Months to Raise Minority Achievement.(Education Digest, November 2003). Children living in poverty, on the whole, have a greater summer learning loss than do children from affluent families, and those students living in poverty who did have gains over the summer, had smaller gains than their peers whose families had higher incomes. Twice as many fourth graders (58% versus 27%) from disadvantaged families fell below the basic level on the National Assessment of Educational Progress (NAEP) than did students from more affluent families, and far fewer tested at a proficient level (13% verses 40%).

McGill-Franzen and Allington also reported that the volume of reading is important to developing reading proficiency. They point out that even with expert instruction; struggling readers will continue to lag behind their classmates unless they have extensive successful reading practice, with books that match their own interests.

Karl Alexander and Doris Entwisle (Beginning School Study, Johns Hopkins University. www.jhu.edu/news_info/news/home00/aug00/k12talks.html) reported in their work that learning loss is cumulative. By the end of fifth grade students who did not read during the summer were behind their peers by two years, on average. They maintain that summer learning loss accounts for fifty to sixty-seven percent of the achievement gap between children who live in poverty and their peers whose families are more affluent. Summer learning loss contributes to the problem of the achievement gap through the elementary school years but they also found it continued through middle school.

Donna Celano and Susan B. Neuman (Role of Public Libraries in Children's Literacy Development. Pennsylvania Library Association. 2001. www.statelibraryofiowa.org/ld/youth-services/slp/importance/role/) reported that public library summer reading programs have a major role in fostering children's literacy skills for all children, but the impact is greatest for children who live in poverty. Celano and Neuman found preschool children who attended library story programs had greater emergent literacy and pre-reading skills that those who didn't participate.

Gerald Bracey addressed issues of summer learning loss in his article, What Students Do in the Summer (Phi Delta Kappan, March 2002.). He cited the results of a study done in the Baltimore School District, called the "Beginning School Study." The results of testing done during the study indicated that almost all students make about the same learning gains during the school year. The gains are largest in the first two years but are also significant for grades 3-5. Children from affluent homes had a summer learning gain after first and second grade, while children from disadvantaged families had a loss in both math and reading. After 3rd grade almost all the summer learning loss was experienced by the children who lived in poverty. The summer learning gains that were made by a few of the children from low income families were smaller than the gains of the children from more affluent families.

Bracey said research indicates that children from disadvantaged families are, on the whole, capable learners. They do make progress during the school year. The problem is that there are not enough resources available to them before they start school and during the summers between their early elementary school years. Children from more affluent families go more often to city and state parks, fairs, carnivals, museums, science centers, zoos, and public libraries, than do children living in poverty. They also took more day and overnight trips, as well as more lessons in swimming, dance and music.

Why Summer Library Programs Help Close the Achievement Gap

Library summer reading programs continue to have an impact as students continue in school. A 2001 study by the Los Angeles County Public Library Foundation (Evaluation of the Public Library Summer Reading Program. www.colapublib.org/about/Readingby.pdf) found that not only did children spend more time looking at and reading books, 11 percent of the parents of children in summer library programs reported they increased the time they spent reading with or to their children up to fifteen hours or more a week. The study also found that 36 percent of the participants read 1-20 books; 17 percent read 21-30; 27 percent read 31-50, and 21 percent read 51 or more books.

The Los Angeles study results indicated that 77 percent of the parents reported their children read about 0-9 hours per week prior to the start of the program. Nine percent of those readers increased their time to 10-14 hours per week once the program started and 11 percent read for more than 15 hours a week. Teachers contacted as part of the Los Angeles study found that the difference between students who participated in summer library programs and those who did not was readily apparent the following fall. The most dramatic difference was that participants were much more enthusiastic about reading. The teachers reported that 31 percent of the participants had maintained or improved their reading skills compared to 5 percent of non-participants.

Anne McGill-Franzen and Richard Allington reported on the number of books that can make a difference (Bridging the Summer Reading Gap, Instructor, June 2003). They reported that studies indicate reading at least 4-6 books over the summer helps readers maintain their skills, and reading 10-20 helps readers improve their skills.

Jimmy Kim's research (Summer Book Reading and the Achievement Gap: The Role of Public Libraries. ) stressed the importance of allowing readers to select their own books based on their interests. He found that it did not matter what kind of material middle school students read, only that they did read over the summer.

What Makes Summer Library Programs So Powerful?

Jimmy Kim explains that public library programs offer a variety of activities and a range of reading materials to accommodate diverse learners and learning styles. They often allow or encourage readers, especially those who are struggling, to use alternate formats such as magazines, recorded books, graphic novels, and material on the Internet. Kim feels this is important because students read things that are important to them socially. This explains the popularity of reading items related to movies and books that are popular with their friends. Public library programs also meet the personal and social needs of youth and help them feel safe, cared for, useful and valued. Kim recommends that librarians make an effort to encourage children to keep up with their reading and to call and give reminders to those who need to increase the number of books on their reading logs. He feels the personal reminders and encouragement would encourage readers to meet their gummer goals.

The Center for Summer Learning at Johns Hopkins University identified characteristics of effective summer learning programs. For the most part the report was referring to school-based programs, but many of the characteristics are also typical of public library summer programs. (Facts about Summer Learning. Center for Summer Learning. www.lafsd.k12.ca.us/Stanley/library/page4/assets/factsht.pdf)

The reports indicated that successful programs focus on learning and typically provide enrichment activities. They demonstrate a strong commitment to the development and support of youth and provide opportunities for youth to give feedback into the program. Successful programs are proactive and are multi-year programs with a continuum of services for the youth who return to the program in successive years. The programs take into account the special needs of youth, including those who live in poverty. Successful programs involve collaborative, advanced planning with community stakeholders to establish broad support for the program. The planning begins at least six months in advance to secure the funding and needed resources. These programs provide opportunities for staff development and there is training for part-time staff and volunteers. Successful programs involve strategic community partnerships that are mutually beneficial and enhance the mission of all the partners. The programs use a rigorous evaluation that includes using data to track performance, make needed adjustments, improve the program, and discontinue services as indicated. Finally, successful summer learning programs have a clear focus on sustainability and cost effectiveness. The plan helps set priorities and clearly articulates fiscal needs. The results of the program are regularly communicated to the stakeholders.

Ron Fairchild, Executive Director of the Center for Summer Learning at Johns Hopkins University, reported that summer library programs and summer reading have the most impact on students in kindergarten, first and second grades (Summer Learning: Research and Best Practices, presentation for the American Library Association Annual Conference, June 2004. www.summerlearning.org/resourcesresearch/docs/repertory.ppt)

Fairchild also shattered some myths about summer in his presentation. He feels that summer programs should acknowledge the unique role summer plays in American culture and that they should focus on the power of informal learning experiences. He said that contrary to popular thinking summer time should not be "down time" for some students. He feels summer is a lost opportunity for many students, especially those living in poverty. He said that some adults feel children are over-programmed during the summer. This may be true for children from middle and upper class families, but children who live in poverty have too much unstructured time and are often left unsupervised for too much time.

He said some adults feel that summer time is a good time for a little risk taking. But in reality the summer months present numerous hazards for children and teens and can be the most dangerous time of the year for them. The last myth Fairchild discussed in his address was the misconception that only low performing students need summer school or to engage in learning activities during the summer. He pointed out that all students who do not engage in educational activities during the summer show a learning loss.

According to Fairchild, model summer library programs often use a thematic approach, include hands-on science and art activities, and often involve field trips to a location other than where the program is held. He said there is often collaboration with the local schools.

Fairchild explained that attendance is important to preventing learning loss and noted that many libraries use incentives at various levels to encourage children to keep reading and that many libraries use food as a magnet to attract children to programs.

Among the characteristics of successful summer learning programs Fairchild highlights are that they involve physical activities, have a rule system in place, and stress leisure reading and vocabulary-rich activities. He said they involve a variety of small and large group activities and welcome involvement by parents, families and the community. Fairchild feels one advantage of summer library programs that they are not located in school buildings, which helps reduce the negative perception about summer learning and can encourage better attendance.

In their 2001 study for the Pennsylvania Library Association (Role of Public Libraries in Children's Literacy Development. www.statelibrary.state.pa.us/libraries/lib/libraries/Role%20of%20Libraries.pdf) Celano and Neuman reported that summer library programs expose youth to a variety of reading materials at different levels, and of interest to a wide range of ethnicities and cultures. They offer access to a variety of media--print, recorded books, music, movies, and computer access. Their summer activities are usually literature-related and include crafts, songs, drama, story telling, and puppetry. They found that circulation of youth materials increased in the summer between 6-10 percent or more and almost half of the libraries in Pennsylvania had an increase more than 10 percent.

Importance of Free Selection of Reading Materials is Critical to the Reading Process

Stephen Krashen reports in his article "Time Out" (School Library Journal, September 1, 2006) that 8 out of 10 studies indicate students who read recreationally out performed their peers who did not read in their leisure time. Krashen feels that free voluntary reading is essential to helping students become better readers, writers, and spellers. Voluntary reading helps students develop vocabulary, understand sophisticated phrases, and complex oral and written language. It exposes them to a wide range of topics. Students who don't read for pleasure have difficulty developing language and literacy competencies. Independent reading is especially important for students who are learning English as a second language.

McGill-Franzen and Allington ("Use Student's Summer-Setback Months to Raise Minority Achievement." Education Digest, November 2003) also stressed the importance of allowing students to select their own reading material. They explain that students who struggle with reading tend not to read voluntarily. They are often expected to read text books that are too hard for them. They feel research indicates that self-selection of reading materials is an extremely important factor in motivating struggling readers.

Jimmy Kim, with the Center for Evaluation at Harvard University, explained the importance self selection of reading materials in his 2004 report, Summer Book Reading and the Achievement Gap the Role of Public Libraries.

Kim found that reading 4 or 5 books over the summer can have a significant impact on middle school readers, but the type of books or materials read did not make any difference.

He explained that one of the benefits of summer library programs is that they provide quality learning activities that are fun and encourage some of the best techniques identified by research as being important to the reading process. Self-selection of reading materials is one important way public library summer reading programs differ from the school environment. Public libraries also offer extensive enrichment activities related to literature that is often not included in schools because of the time constraints.

Summer Safety Issues Related to Summer Library Programs

In addition to helping school districts address the achievement gap, summer library programs also help communities address child safety issues, especially for children living in poverty. According to the 2002 National Survey on America's Families (www.urban.org/center/anf/nsaf.cfm), done by the Urban Institute and the Carnegie Council, summer time and other non-school hours can be dangerous times for children and teens. During non-school hours, at least 11 percent of children between the ages of 6 and 12 care for themselves. Studies show that youth who do not have adult supervision during non-school hours are more likely to use tobacco, alcohol, and drugs, and to engage in high-risk behaviors. They are also more likely to be involved in criminal activities. In school they tend to get lower grades, and drop out at higher rates than youth who do have adult supervision during the summer and other non-school hours. Children living in poverty are at greater risk of involvement in these behaviors because they are the most likely to have the least adult supervision.

Ann Duffett and Jean Johnson reported on the difficulty that parents who live in poverty have finding quality, affordable, and available summer learning opportunities in their report, All Work and No Play. (www.wallacefoundation.org/NR/rdonlyres/2E8E2E8F-7EE9-4E57-9534-B7D8671E1FFD/0/AllWorkandNoPlay.pdf) This report, commissioned by the Wallace Foundation, found that there is compelling evidence that organized, structured activities during out-of-school time play a valuable role in the lives of youth. But parents of color and those living in poverty are more likely to be dissatisfied with the options available to their children. There is a big difference between the options available in the summer for the "haves and have-nots." Too many families do not have access to programs that would genuinely help their children over the summer. Seventy-seven percent of the children surveyed during the study felt that kids get into trouble when they are bored and 46 percent of parents reported their children got into trouble when they were bored and had too much free time and worry that their children will become involved with gangs.

The majority of parents, regardless of income, indicate summer is the most difficult time to find productive things for kids to do, but it is especially hard to find programs for parents with low incomes. These parents worry about being able to afford the leisure activities their children want and worry about finding day care they can afford. Middle and upper class white parents are not concerned about an emphasis on academics during out-of-school hours. But parents living in poverty and those who are minorities report that they want activities that emphasize learning.

Parents don't always know what their children are doing when they are unsupervised. Eighty-one percent of parents of middle and high school students report their children do not hang out at the mall, but 56% of the students report they do. Parents report giving their children more freedom because they feel they can check on what they are doing as a result of giving a cell phone to their children. One in 3 children, who have cell phone, report that they told their parents via their cell phones that they were in one place when they were actually somewhere else. And 32% also reported they did not always answer their cell phone when they knew their parent was calling.

Public library programs cannot address all the safety issues involved with unsupervised youth in the summer. But library programs during the summer do offer organized, structured activities, often related to literature, that are supervised by adults. These programs are free and many communities try to work with local public transportation providers to assist families living in poverty with free rides to library programs.

Sources for Information about Summer Reading

Alexander, Karl and Entwisle, Doris. August 2000. Beginning School Study, Johns Hopkins University, MD. www.jhu.edu/news_info/news/home00/aug00/k12talks.html

Bracey, Gerald W. "What Students Do in the Summer." Phi Delta Kappan. March 2002, Vol. 83:7.

Celano, Donna and Susan B. Neuman. 2001. The Role of Public Libraries in Children's Literacy Development: An Evaluation Report. Pennsylvania Library Association, Mechanicsburg, PA. www.statelibrary.state.pa.us/libraries/lib/libraries/Role%20of%20Libraries.pdf

Cooper, Harris. Summer Learning Loss: The Problem and Some Solutions www.ericdigests.org/2003-5/summer.htm

Cooper, Harris M., B.A. and Kelly, C. "The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review." Journal of Educational Research. Fall 1996. www.ericdigests.org/2003-5/summer.htm

Duffett, Ann and Johnson Jean. 2002. All Work and No Play? Wallace Foundation and the Public Agenda. www.wallacefoundation.org/NR/rdonlyres/2E8E2E8F-7EE9-4E57-9534-B7D8671E1FFD/0/AllWorkandNoPlay.pdf

Evaluation and Training Institute. December 2001. Evaluation of the Public Library Summer Reading Program: Books and Beyond... Take Me to Your Reader. Los Angeles County Public Library Foundation, Los Angeles, CA. www.colapublib.org/about/Readingby.pdf

Fairchild, Ron. May 10, 2005. Focus on Student Achievement: Characteristics of Effective Summer Programs. Maryland: Center for Summer Learning, Johns Hopkins University (Program at the Eastern Regional Conference on After-School)

Fairchild, Ron. and Boulay, Matthew. Making the Most of Summer Vacation for Elementary School Children. Baltimore, Maryland: Teach Baltimore. (ERIC Document Number 462 533)

Fairchild, Ron. June 29, 2004. Summer Reading and Nutrition Programs: Research and Promising Practices Maryland: Center for Summer Learning, Johns Hopkins University.

Fairchild, Ron. June 4, 2004. Summer Learning: Research and Best Practices. American Library Association Annual Conference. American Library Association, Chicago, IL. www.summerlearning.org/resourcesresearch/docs/repertory.ppt

Fairchild, Ron. November 9, 2002. What if Summer Learning Loss Were an Educational Policy Priority. Maryland: Center for Summer Learning, Johns Hopkins University (Program at the 24th Annual APPAM Research Conference)

Heyns, Barbara. 1978. Summer Learning and the Effects of Schooling (Academic Press, NY)

Johns Hopkins University. Facts About Summer Learning. Center for Summer Learning. www.lafsd.k12.ca.us/Stanley/library/page4/assets/factsht.pdf

Kim, Jimmy. March 18, 2004. Summer Book Reading and the Achievement Gap The Role of Public Libraries. Harvard, MA: Center for Evaluation, Harvard University.

Krashen, Stephen. "Time Out." School Library Journal September 1, 2006. www.haworthpress.com/store/ArticleAbstract.asp?sid=76F6TE6MS08L9HQFGD0E13CJR

McGill-Franzen, Anne and Allington, Richard. "Bridging the Summer Reading Gap." Instructor. June 2003. Vol 112:8 http://teacher.scholastic.com/products/instructor/summer_reading.htm

McGill-Franzen, A. and R. Allington. "Lost Summers: For Some Children, Few Books and Few Opportunities to Read." Classroom Leadership. August 2001. The Center for Summer Learning at Johns Hopkins University.

McGill-Franzen, Anne and Allington, Richard. "Use Students' Summer-Setback Months to Raise Minority Achievement." Education Digest. November 2003, Vol. 69:3.

McGill-Franzen, A. and R. Allington. "What are They to Read? Not All Kids, Mr. Riley, Have Easy Access to Books. " Education Week, October 13, 1993, 26.

Task Force on Youth Development and Community Programs. 1992. A Matter of Time: Risk and Opportunity in the Out-of-School Hours. Washington, DC: Carnegie Council on Adolescent Development. Washington, DC.

Urban Institute. 2002. National Survey of America's Families. Washington DC; www.urban.org/center/anf/nsaf.cfm

For questions about this information, contact Barbara A. Huntington (608) 267-5077

Last updated on 7/8/2008 8:57:16 AM