The effects of a 12-week summer break on the math and spelling performance of 275 second-through fifth-grade students in 2 rural schools in 1 cooperative were assessed by comparing students' aggregated scores on curriculum-based measurement tests administered in the spring and fall. Results indicated that students in grades 2 and 3 regressed significantly in spelling but not in math. The reverse was true for students in grades 4 and 5. Implications regarding curriculum are discussed.
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Allinder et al. (1992) studied this question.
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