We’re familiar with the “summer slide” and now, the “COVID slide,” but how much impact can a summer learning program make on student achievement? A six-year study conducted by the Rand Corp. gathered data on students participating in voluntary summer school through the National Summer Learning Project, which included Dallas ISD. The study found that “Students. . .who received at least 25 hours of math and 34 hours of language arts instruction in summer performed better on subsequent state exams.” This study was done pre-COVID, but the implications are perhaps even more relevant now. Recommendations include ensuring students have sufficient time on task and attend consistently. Recruiting high quality teachers and providing them with professional development and customized curriculum are also essential. Other recommendations include limiting class sizes and including enrichment activities as well as academics. The study found evidence that “after two consecutive summers, students with high attendance (20 or more days per summer) out-performed their peers in mathematics and English language arts and displayed stronger social-emotional competencies.” Download the report here: Getting to Work on Summer Learning: Recommended Practices for Success, 2nd Ed., Executive Summary.