Students from low-income communities are disproportionately affected during the academic loss that occurs during the summer break. According to Beach et al, student academic performance declines when they do not have educational opportunities during the summer.
At Cueponi Educational, we know that this summer gap can carry ramifications into students' postsecondary educational performance and attainment. Additionally, ELLs and students from low-income homes are those most affected by this summer gap in educational opportunities (Beach et al).
Cueponi Educational provides summer programming to fit the specific needs of students. We have programs ready to be delivered, or we can design a curriculum to meet the specific needs of students from a specific background/region. We understand the importance of differentiated instruction. Additionally, summer programs are/can be TEKS (Texas Essential Knowledge and Skills) aligned.
As per McGill-Franzen et al. (2016), there is a summer slide in achievement that is relevant, and it disproportionately impacts students from low-income families. In order to understand this concept, Entwisle, Alexander, and Olson (1997) found the need to apply the metaphor of a faucet to explain why. A more recent perspective of this faucet metaphor, as explained by Alexander, Entwisle, & Olson (2007), offers taking for example how resources such as books are “turned on” and readily available to students during the school year but not so much in the summer, which had an impact on reading advancement by about a two-month deficit over every summer for low-income children versus a gain of about one month children who were more advantaged, contributing to an advancement gap of some years by eighth grade (McGill-Franzen et al., 2016).
Cueponi Educational provides summer programs that are engaging for students by captivating students’ attention through fun, academically enriching activities while they reflect on their personal experiences and goals. We build our curriculum with social inequities in mind so we may provide the support and context students need to be successful in any of our programs, all while they have fun.
Families from low-income households have fewer opportunities to invest in educational opportunities for their kids and have less money to spend on this (McGill-Franzen et al). Academic initiatives like GEARUP, UpWard Bound, public school outreach centers, and others, provide the educational summer opportunities that parents from low-income homes. Cueponi Educational is prepared and qualifiesd to provide summer programming for these academic initiatives.
Beach, K. D., McIntyre, E., Philippakos, Z. A., Mraz, M., Pilonieta, P., & Vintinner, J. P. (2018). Effects of a summer reading intervention on reading skills for low-income Black and Hispanic students in elementary school. Reading & Writing Quarterly, 34(3), 263–280.
Entwisle, D.R., K.L. Alexander, and L.S. Olson. (1997). Children, schools, and inequality. Boulder, CO: Westview Press.
McGill-Franzen, A., Ward, N., & Cahill, M. (2016). Summers: Some are reading, some are not! It matters. Reading Teacher, 69(6), 585–596.