We examined the association of students’ ability to transition on a daily basis (horizontal transitions) as reported by teachers with academic achievement as mediated by the summer Extended School Year (ESY) services received. Transitions from summer break to re-entry in the fall are referred to as a vertical transition. We examined these relationships via structural equation modeling techniques using multi-group modeling with respect to students with Individualized Education Programs (IEPs) versus students without IEPs. Among students with IEPs, increased ability to transition was significantly associated with increased academic achievement across time. The receipt of summer ESY services was strongly and significantly associated with increased academic achievement among students with IEPs. The receipt of summer ESY services was also significantly associated with increased ability to transition for these students with IEPs. This ability to transition may be even more impacted by the advent of the COVID-19 pandemic, which has disrupted learning for many school children.

我们检查了教师报告的学生每天过渡的能力（水平过渡）与学业成绩之间的关联，这些能力由夏季延长学年 (ESY) 服务所介导。从暑假到秋季重新进入的过渡称为垂直过渡。我们通过使用多组建模的结构方程建模技术检查了这些关系，针对有个性化教育计划 (IEP) 的学生与没有 IEP 的学生。在有 IEP 的学生中，过渡能力的提高与学业成绩的提高显着相关。夏季 ESY 服务的接受与 IEP 学生的学业成绩提高密切相关。接受夏季 ESY 服务也与这些 IEP 学生的过渡能力显着相关。这种过渡能力可能会受到 COVID-19 大流行的影响更大，它扰乱了许多学童的学习。