This study examines growth in language and math skills during the summer before kindergarten; considers variation by family income, race/ethnicity, and dual language learner status; and tests whether summer center-based care sustains preschool gains. Growth in skills slowed during summer for all children, but the patterns varied by domain and group. Non-White and dual language learner students showed the largest drop-off in language skills during summer. Lower-income students demonstrated slower summer growth in math skills than their higher-income peers. Students enrolled in summer center-based care had faster growth in math skills than those who did not attend care. Yet lower-income students who attended center-based care showed slower growth in language skills during summer than similar nonattenders. Implications are discussed.

这项研究调查了幼儿园前夏季语言和数学技能的增长情况；考虑家庭收入，种族/民族和双语学习者身份的差异；并测试基于夏季中心的护理是否能够维持学前教育。夏季，所有儿童的技能增长都减慢了，但是模式因领域和群体而异。非白人和双语言学习者的学生在夏季的语言技能下降幅度最大。低收入学生的夏季数学技能增长较高收入学生低。参加夏季中心式护理的学生比不参加护理的学生数学技能的增长更快。但是，参加中心式护理的低收入学生在夏季的语言技能发展比类似的非参加者慢。讨论了含义。