Effect of the Summer Vacation on the Achievement of Pupils in the Fourth, Fifth and Sixth Grades

Abstract

Do children lose in achievement during the summer vacation? Is it necessary that teachers spend time on review in the fall? Do all sub jects require the same amount of review? These are some of the ques tions commonly asked by teachers and supervisors when school begins after the summer vacation. It is hoped that this study may throw a little light on the matter. When school closes it becomes necessary to advise with parents and pupils in regard to attending summer school. Would it be advisable to send the children who are a little below norm or just on the borderline in June, to summer school? Again it is hoped that this study may help us. Does the long vacation affect differently the children on different levels of intelligence? Objective data to answer this question would help exceedingly in educational guidance pertaining to the above men tioned situation. In order to gather objective data the Stanford Achievement Test, Form A, was given to the fourth, fifth and sixth grades of the University Training School of the University of California at Los Angeles in May, 1927. In September of the same year the Stanford Achievement, Form B, was given to the same grades. All the tests were given and scored by the counselor. All figures were re-checked so possibility of error has been practically eliminated. The loss or gain in all grades and all subjects is expressed in terms of the average amount of a school year above or below norm. Table I pre sents the results for the fourth grade in reading, arithmetic funda mentals, arithmetic reasoning, and spelling. In the spring these pupils took the primary form which does not include the other tests which are a part of the advanced form.