Summer learning loss (SLL) is a familiar and much-studied phenomenon, yet new concerns that measurement artifacts may have distorted canonical SLL findings create a need to revisit basic research on SLL. Though race/ethnicity and socioeconomic status only account for about 4% of the variance in SLL, nearly all prior work focuses on these factors. We zoom out to the full spread of differential SLL and its contribution to students’ positions in the eighth-grade achievement distribution. Using a large, longitudinal NWEA data set, we document dramatic variability in SLL. While some students actually maintain their school-year learning rate, others lose nearly all their school-year progress. Moreover, decrements are not randomly distributed—52% of students lose ground in all 5 consecutive years (English language arts).

暑期学习损失（SLL）是一个熟悉且受到广泛研究的现象，但是新的担忧是测量伪影可能会扭曲SLL的规范发现，因此有必要重新研究SLL的基础研究。尽管种族/民族和社会经济地位仅占SLL差异的4％，但几乎所有先前的工作都集中在这些因素上。我们将缩小差异化SLL的全部分布及其对学生在八年级成绩分配中的位置的贡献。使用大型的纵向NWEA数据集，我们记录了SLL的剧烈变化。尽管有些学生实际上保持了学年学习率，但其他学生却失去了几乎所有的学年学习成绩。此外，减免不是随机分配的-52％的学生在连续5年中都处于失落状态（英语语言艺术）。