Abstract
Several scholars have suggested that differential rates of summer learning loss contribute to the persistence of achievement gaps between students of different socioeconomic backgrounds. To better understand the possible determinants of summer learning loss, a test for summer-specific differences by socioeconomic status (SES) in children’s time spent in activities related to cognitive development and parental time spent interacting with children is conducted using data from two time-diary surveys: the Activity Pattern Survey of California Children and the American Time Use Study. Tobit-model estimates provide evidence of statistically and practically significant summer-SES time-use gaps, most notably in children’s television viewing.
Get full access to this article
View all access options for this article.
References
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
