Local educational agency leaders believe summer learning programs play a critical role in achieving district goals, despite ongoing challenges with funding and more, according to a survey of K-12 superintendents across the U.S.
AASA, The School Superintendents Association, along with Gallup and the National Summer Learning Association, published a report in March titled Bridging the Summer Gap: What District Leaders Say About Learning Beyond the School Year, in which 91 percent of superintendents agreed that summer programs are essential to achieving their district’s strategic objectives. Forty-one percent rated summer programming as “very important,” with larger and urban districts placing even greater emphasis on their importance.
With federal pandemic funding now phased out of the equation, a majority of respondents said they still plan to maintain (66 percent) or increase (16 percent) spending on summer learning programs in 2025. Many say their LEA is transitioning funding from temporary federal support to the district budget (81 percent) and/or grants (52 percent).
“This research underscores what superintendents across the country know to be true — high-quality summer learning programs are not just beneficial; they are essential to student success,” AASA Executive Director David R. Schuler said in a statement. “Even as federal emergency funds expire, district leaders remain committed to sustaining and expanding these opportunities because they see firsthand the positive impact they make on academic achievement and student engagement.”
Challenges
Despite placing such a high priority on summer learning programs, just 48 percent of superintendents said they believe there are adequate summer program options available for K-12 students in their local community. Those serving in upper-income districts (56 percent) are optimistic about the availability of summer programs in their area, compared with less than half of superintendents serving middle-income (44 percent) and lower-income (45 percent) districts.
The report highlighted the differences in what superintendents and families believe to be the primary barriers to participation. Superintendents largely perceive parent/work conflicts as one of the top three barriers to participation (75 percent), while 65 percent cited conflicts with children’s other activities. A little more than half believe a lack of interest among children is a key barrier, 45 percent cite access to transportation and 14 percent said cost is a major obstacle.
Meanwhile, about 66 percent of parents who said their child was unable to participate in a desired summer program said cost was one of the three greatest obstacles — work conflicts were the second most cited barrier (42 percent), followed by conflicts with their child’s other activities (22 percent).
Researchers noted that the discrepancy could be because “superintendents may primarily be thinking about summer programs their district offers at no or low cost to families, while parents may be considering more costly activities run by private organizations.”
Key findings
What education leaders and families viewed as the main benefits of summer learning also differed. Nearly three-quarters of superintendents rated maintaining or improving academic skills as the most important benefit of summer learning programs for students, and 87 percent rated it as one of the top three benefits. More than half said the opportunity to engage in enrichment activities is one of the top three benefits of summer programs, with other benefits cited include having fun, improved mental health, being around positive role models or being physically active.
Just 18 percent of parents listed improving or maintaining academic skills as a top benefit of summer programs, while 51 percent cited “having fun” as the top benefit of summer programs for children.
Over 90 percent of superintendents said their district offers summer programs with an academic focus, followed by programs involving sports and the arts. Smaller proportions — less than 20 percent each — reported their summer programs focused on leadership or social skill development, nature or traditional camps with no specific focus.
Asked how they evaluate the success of their summer program offerings, 33 percent of superintendents said they relied on improved reading and/or math scores. Twenty-five percent said success is based on student performance at the start of the new school year and another quarter of respondents use program enrollment as a measure of success.
As LEAs prepare for summer 2025, researchers highlighted the need for sustainable funding solutions, increased access and enhanced program flexibility to accommodate families’ schedules.
