The purpose of the study was to identify student summer activities and determine whether a relationship exists between the activities and mathematics testing change scores measured from spring to fall. This current effort built upon research conducted by Heyns (1978), Burkam et al. (2004), Downey et al. (2004), and Alexander et al. (2007). The commonality in findings that existed among all of these efforts was that learning loss occurred in the absence of instruction such as that experienced during the normal school term. A quantitative, correlational study was conducted using a survey method which requested that parents answer questions concerning the nature of activities and daily structure experienced by their children during the summer break. The Group Mathematics Assessment and Diagnostic Evaluation (GMADE) testing platform was used to generate quantitative measurements of mathematics skills for exiting second graders in the spring of 2010 and for these same students as entering third graders in the fall of 2010. A voluntary sample of 57 students from elementary schools in a suburban school district in Southwestern Virginia participated in the testing process. At the conclusion of all testing and at the point at which all surveys were completed, student scoring differentials from spring to fall were compared to the activity and daily structure components reported in the survey for potential correlations between that information and mean gain test results. This study sought potential correlations between types of summer activities and documented change between mathematics spring and fall test scores. Results of data analysis from this research will assist leaders in understanding whether activities bear a relationship to mathematics score changes. Should those relationships be established, the findings would assist leaders in determining which activities should be encouraged or discouraged during the summer break to avoid score declines. The findings indicated that though summer mathematics learning loss did occur for the participants, no correlation between activities and test score change could be established. Implications of these findings and suggestions for the future are presented in the final chapter. / Ed. D.

The achievement gap between Black and White students across the country continues to challenge school systems to rethink current initiatives and programs already in place. While the gap has narrowed since the late 1980s, advancement has been slow and minimal (Education Commission of the States, 2003). Present research has identified numerous factors that can be attributed to the achievement gap. While there is not one solution to closing the achievement gap, researchers indicate the need to reduce class sizes, increase parent involvement, develop year-round programs, and offer incentives to teachers in needy schools (Flannery, 2005). Year-round education is one example of the many reforms that teachers and students across the nation are involved in today (Kneese, 1996). Year-round education offers a different approach to using instructional time and restructuring the traditional school calendar. Rearranging the calendar allows for shorter breaks of time out to be offered throughout the year and eliminates the traditional three-month summer. Numerous research studies were examined to determine if there are benefits of a year-round program, the effects of implementing a non-traditional calendar to help eliminate the achievement gap, the benefits on student academic performance in Reading and Math in grades three and five; and the impact on gender and ethnicity achievement while focusing on eliminating the achievement gap. Current research indicates that year-round education and the benefits to students are inconclusive and that further research is needed (Kneese, 1996). McMillen's (2001) study reports that year-round students do not outperform traditional education students. However, certain subgroups, such as students considered at-risk, may benefit more from a year-round calendar. The year-round calendar may reduce the achievement gap (Cooper, Valentine, Charlton, and Melson, 2003). This paper focused on student achievement, gender and ethnicity in a Title I year-round setting. / Ed. D.