Abstract
This study challenges the assumption of generalized academic losses over the summer vacation from school. Metropolitan Achievement Tests were administered to 54 grade 1 students, 56 grade 3 students, and 60 grade 5 students in the spring and again when they returned to school in the fall. The students were attending a Canadian school in a middle-class suburb of a large metropolitan city. Analyses revealed significant improvement of overall academic skills. There were also significant interactions with grade level and content area. A significant loss was found only for mathematics computation for grade 3 students. This improvement over the summer months for middle-class students is discussed within the framework of contemporary cognitive theory. Moreover, a possible explanation is suggested for the popular, misleading assumption of generalized academic losses.
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