Question: Last week, the Center sent the following message to a wide range of colleagues:

“We are soliciting your help in clarifying new ways to address the problems so many youngsters experience during the summer (e.g., achievement losses, psychosocial problems).

Note, for example, the recent report from Rand: "Research has shown that student's skills and knowledge often deteriorate during the summer months, with low-income students facing the largest losses." (See: ‘Making Summer Count: How Summer Programs Can Boost Children's Learning’ from RAND.
http://www.rand.org/pubs/monographs/MG1120.html

At a time when school districts and youth organizations have reduced summer programs and jobs for young people are hard to come by, our Center wants to help clarify

• (1) programs currently in play, in addition to summer school, for countering summer set-backs (e.g., cross age peers, volunteers, business internships)
• (2) mechanisms that locales can use to organize social and human capital in addressing the concerns, such as collaboratives that help pull together communityschool resources into a potent program (e.g., the resources of libraries, parks, schools, malls, community centers, youth groups, community-based and service organizations, businesses, etc.).

• >Any examples of what communities are doing to counter summer set-backs and other problems experienced by youngster over the summer.
• >Let us know about any ways communities and schools have come together to create an organized and cohesive initiative that is designed to attract and benefit youngsters who are of the greatest concern.
• >Finally, for communities and schools that have not done much, who (what organization/position) do you think is in a position to stimulate interest in developing an organized and cohesive initiative?”

Response: (1) “Our Summer Science Series fulfills a need for educational and enrichment programming for low-income Asian youth who struggle with language and academic achievement. It targets youth who have limited access to summer education and are less likely than their higher-income peers to do well in school and graduate from high school. The program hopes to reduce the summer gap by providing youth the opportunity to practice English and math embedded in science curriculum. This program provides a continuity of learning through a multidisciplinary science program combining enrichment, community exploration, leadership development, and academic supports to fourth, fifth, and sixth graders for four weeks. Morning workshops emphasize team work in designing projects, Field trip Fridays explore the city, and afternoon recreation includes sports, art, and cooking.”

(2) “We believe the summer programs are absolutely important and positive and in some situations essential. Everyone, communities as a whole and schools are facing budget cuts that impact programs available.
Our family support services program provides a year long program life skills program for teens. During the school calendar we have group meetings and follow a curriculum that covers many topics including community resources. Teens also have a one to one advocate session once a week to practice those skills in their community. During the summer the one to one sessions continue. One of the goals is for the teens to explore resources in their communities, including free and low cost activities. This carries over to the families. Teens individual needs are supported, i.e., specific challenges they are having in school are worked on. Within this program and others we work with clinicians, supported case managers, Intensive Case Managers and Waiver coordinators to link and refer to community offerings.
To a large degree, what is afforded for summer programs, is largely dependent on individual community tax base. Our communities range from fairly rural to very rural, which also lends to differences in services/opportunities available.
There is one very rural community that seems to be the exception, not a wealthy district, but they consistently made available a wide range of programs open to all children. They team up a community resources, i.e., library, volunteers and paid staff to have full day summer programs at no cost to families that include learning opportunities, a low key type of summer school with the addition of recreational activities. The structure this provides is a tremendous benefits to the children and their families.
Those at risk of regression have exposure to a degree of academic activities and recreational activities. Their isolation is greatly diminished from this experience. As well, those with social skills needs are in programs where they have opportunity to work on these skills in a relaxed, yet supported environment.
A number of our smaller towns are able to maintain half day recreational type programs. While not supporting the academic needs, the children are still exposed to valuable skill development.
There has been an unfortunate trend, due to budgeting constraints for schools who did offer summer programs, whether they be formal programs or more informal, speech improvement or reading/math skill ‘camps’, to cease offering these programs. In addition, to the already limited programs it seems harder to ‘prove’ substantial regression for those in need.
Opportunities for summer programs is such a benefit in closing the academic gaps and helping to keep at bay psychosocial problems that occur with lack of engagement with positive peers and activities. Agree with the report from Rand, that low-income students face the largest losses. One example is the loss of funding for Headstart programs. Without the summer supports, these children lose opportunities that help them close the gaps and start kindergarten with deficits that make it hard for them to be successful.
Some children only receive ‘counseling’ during their school programs and the lack of continuity definitely has a negative impact.
Budget concerns have also meant a loss of summer job training programs. As far as who is in a position to stimulate initiatives, I think school board members need to educate themselves in regards to what the cost is of not having these services. Short term budget cuts in these areas, often end up costing communities more in the long run. A collaboration of town supervisors with school administration to work on needs assessment and greater communication with politicians to highlight needs/concerns would help all understand the importance of summer programs. State representatives need to hear the voice of county Youth Commissions and Youth Bureaus. Historically, in our communities, these organizations have made sure our youth with MH needs and those at risk have been included in their programs, helping develop skills and confidence that carryover to school and community settings. However, with budget cuts these opportunities are no longer available.”