Summer Slide: The Last Long-Term Barrier to Education Equity

The views expressed are those of the author and do not necessarily reflect the views of ASPA as an organization.

By Shone Hughes
August 22, 2025

Across the country, students are excited to return to school from summer vacation. For some students from lower SES households with no or limited access to educational material, summer break results in summer learning regression, also referred to as the summer slide. For students who receive special education services, summer learning loss creates significant barriers to education. The summer slide describes a learning regression that occurs when students lose academic skills and knowledge over the summer months. Summer learning regression is a serious academic challenge that contributes to long-term academic achievement gaps.

Summer Slide
According to research, teachers can expect that students will lose one to two months of reading and mathematics progress during the summer months. Summer loss of math skills is greater compared to reading-related skills. Students engage in fewer math-related activities compared to reading-related activities. It is important to note that reading loss may be greater across parental SES. Students from low-income families are more likely to experience high reading and math loss. Summer learning accounts for two thirds of the achievement gap by 9th grade. Conversely, students in middle and upper income households experience gains in reading and math.

Education Equity

One of the most serious summer learning regression consequences is its long-term impact on students’ education outcomes. Summer learning regression exacerbates education inequity among students from low SES families. Children from low-income families are disproportionately affected because their family and community often lack access to summer learning programs, kid-friendly libraries and summer enrichment activities. In contrast, their affluent peers participate in structured educational programs and activities that support ongoing learning. When students are behind academically, they are more likely to disengage from school, consistently score well below their peers and not enter high school. Therefore, addressing summer learning loss is not only an educational imperative but also a matter of equity.

Practice Implications

As teachers prepare for students to return, it is paramount that they are empathetic, patient and have an equity-focused mindset. One effective solution to reverse summer learning loss includes revisiting last quarter progress data to conduct multiple assessments to gauge student knowledge retention. Some assessments may include knowledge application questions that are engaging, as well as student-created assessment questions using game software.

Another effective solution is building collaborative relationships with families and colleagues during the school year. Special education teachers can ask parents what their day looks like when school is not in session to create a plan to engage the child educationally in the family daily routine. Teachers should co-create with colleagues such as paraprofessionals and Multi-Tiered System of Support (MTSS) specialists to design a summer learning package for students. The package can be used to gather assessment data that will inform instruction and education planning. It is equally important to provide students with an incentive for taking agency in their learning.

Teachers should include parents/guardians when selecting age and developmentally appropriate educational material. Teachers should also assist parents/guardians with selecting reputable educational software that provides personalized reading and mathematics interactive lessons. While technology, particularly subscription-based apps, is a challenge for families with limited resources, school administrators can support teachers in applying for grants to fund summer learning packages. Teachers can also co-design individualized low-technology educational material with colleagues, parents/guardians and students at risk.

Policy Implications

Effective and equitable policy is critical in supporting summer learning. Investments in summer learning loss programs in underserved communities provide the equity necessary to close achievement gaps. States should support partnerships between nonprofits and college campuses to expand access to learning opportunities during the summer. A nonprofit organization, Camp HBCYouth, partners with HBCUs such as Tennessee State University to provide 200 hours of summer learning for children who traditionally do not have access to structured, enriched summer camps. Summer learning regression is a serious issue with long-lasting effects on academic achievement and equity. Through a combination of targeted summer programs, family engagement, technological tools and policy initiatives, it is possible to counteract the negative effects of the summer slide.

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Author: Dr. Shone Hughes is an Assistant Professor of Social Work in the College of Public Service at Tennessee State University. Dr. Hughes’ research and interest center on equity in education and health. For inquiries, e-mail [email protected].

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