The potential for multi-site literacy interventions to reduce summer slide among low-performing students

Abstract

Despite the evidence that summer learning loss or “slide” can have devastating cumulative effects on student performance in school, there are few examples of system-wide interventions that can prevent summer learning loss at scale in urban contexts with high rates of low-performing students. This study reports on the first year of a city-wide effort to reduce summer literacy loss in Detroit, Michigan, through a multi-site collaboration between the city Parks and Recreation Department, the local public school district, and several unique program providers. Results from this pilot study suggest that short-duration, high-intensity tutoring may help to prevent learning loss in literacy among a population with high rates of socio-economic disadvantage and low initial performance, regardless of specific program methodologies. This study has implications for other large cities seeking to prevent summer slide by building on existing municipal and district infrastructure.