Can Summer School & Tutoring Programs Address Learning Loss?

27Apr
by Ana Gonzalez

After the pandemic, we need to provide access to more academic hours and tutoring for struggling students.  It’s time to demand a rigorous summer program from our schools. 

For some high achieving students and their families, attending summer school is thought of as a way to get ahead of the curve. But for low-income students, those without wifi access, and disabled students, it’s the time of year when they fall behind their peers as found in a recent study reported on by U.S. News & World Report: 

“Historically underserved students can grow academically at the same pace or faster than their peers in the school year,’ says Lindsay Dworkin, vice president of policy and advocacy at NWEA. ‘Prior to this research, it’s been unclear what the school year versus summer growth trajectories have been and where we are losing ground. This research puts a big spotlight on summer and the need to do better over the summer for these students.’

While education policymakers and school districts have a solid grasp of the setbacks experienced by students of color, less research exists on how learning interruptions have dwarfed the academic achievements of students with disabilities, those still learning English and students from rural communities.

Now, as a third year of pandemic schooling begins to wind down, school leaders empowered by hundreds of billions of dollars in federal COVID-19 aid, are ramping up plans to offer summer school and tutoring programs in an effort to recoup some of those learning losses.” 

While funding can and should be used for summer programs and additional tutoring to address learning loss, we’re looking for transparency on how exactly the funds will be used and whether these programs will be curated for the communities they serve. How do you plan to move your child’s education forward this summer? Do you feel like you are making up for lost time?

What do you think?
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Ana Gonzalez

Ana Gonzalez is an immigrant from Mexico who came to the U.S. at the age of 10. At age 17, Ana won First place in a district-wide essay contest from Rialto Unified School District, celebrating the life of Cesar Chavez and continuing his legacy, receiving some significant and admirable awards, one given by the legendary Dolores Huerta, a Congressional Commendation award from the U.S. House of Representatives, and other statewide and district awards. Ana earned her Associate Degrees from San Bernardino Valley College, both in Liberal Studies, one emphasizing in Social and Behavioral Science and the other in Humanities. She works for Rialto Unified Schools as a District Parent Center Assistant, previously as an Instructional Aide for Special Education and Intervention Specialist for English Learners. Ana is a single mom of two children, a student at CSU San Bernardino, and an advocate for the education of minorities, for environmental, social, healthcare justice and the homeless. Ana recently received major recognitions from Assembly member Eloise Reyes, District 47, as a 30 under 30 leader, for the service and advocacy in the District. Ana also received the Woman of Distinction Award from the Chicano Latino Caucus of San Bernardino County and LULAC. Educating and empowering the youth, parents, and marginalized communities are her priority. Ana’s objective is to strive for EDUCATION, EQUITY, MOTIVATION, and PROSPERITY for ALL! She believes everyone has the power to succeed in whatever they desire. There are no excuses!

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