Dr. Julie Fitz from the Learning Policy Institute joins NGA to talk about how states are expanding quality summer learning opportunities.
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Summary
In a question-and-answer session with NGA’s Seth Gerson, Dr. Julie Fitz from the Learning Policy Institute (LPI) gave an overview of a recent report she co-authored titled “How States Are Expanding Quality Summer Learning Opportunities,” which was developed and released by LPI and the Wallace Foundation. The session reinforced that high-quality summer learning is both impactful and achievable. With strategic investment, supportive policies, and a focus on sustainability and developing a strong workforce, states can continue to expand and improve these critical programs.
With expanded federal funding available during the pandemic, states took on new roles in developing infrastructure, designing programs, and promoting equitable access for summer learning. LPI conducted in-depth case studies in nine states—Georgia, Louisiana, Massachusetts, Michigan, New Mexico, Oregon, Tennessee, Texas, and Vermont—to analyze how states used ESSER funds and how they planned to sustain programs beyond federal funding.
Dr. Fitz explained that while the report revealed wide variation across states, there were also key commonalities. Many states established or expanded competitive grant programs to support providers and reach underserved student populations, especially those from low-income backgrounds or performing below grade level. States also issued guidance to align summer programming with research-based best practices and collected data to measure outcomes and advocate for continued funding. These initiatives supported goals such as furthering academic recovery, improving student wellness, promoting career readiness, and providing enriching learning experiences outside the standard curriculum.
Some specific state examples mentioned in Dr. Fitz’s remarks:
- New Mexico launched a paid summer internship program for high school students, run through county offices and tribal governments, which provided work experience and community engagement.
- Tennessee mandated that all school districts offer summer learning camps with a focus on academic support, while incorporating enrichment to keep students engaged.
- Oregon invested heavily in enrichment-based summer programs through community-based organizations like YMCAs, libraries, and museums, dramatically increasing student access during the pandemic.
- Vermont offered a standout example of long-term planning. Even before the pandemic, Governor Phil Scott had set a goal of universal access to afterschool and summer programs. He later linked tax revenue from legalized cannabis to fund these programs, ensuring recurring support.
- Other states opted to institutionalize summer learning through recurring budget line items, as seen in Massachusetts.
Another critical component discussed was the educator and principal workforce. High-quality summer learning depends on qualified staff, particularly certified teachers with expertise in relevant content and grade levels. Recruiting teachers for summer roles can be difficult, and enrichment programs often face shortages due to low wages and high turnover. States adopted creative approaches to mitigate these issues. For example, Tennessee required districts to pay licensed teachers at least $1,000 per week during summer and allowed four-day work weeks to make positions more attractive. To support educators, states also created dedicated summer curricula and gave schools the flexibility to use their existing instructional materials, which reduced the planning burden. Additional support was provided by issuing research-informed guidance on program design, student attendance strategies, and scheduling logistics.
As the session concluded, Dr. Fitz offered advice to state leaders and governors looking to support summer learning. She urged them to learn from other states’ experiences and adopt tested models rather than starting from scratch. Creative problem-solving and commitment can help address major challenges, particularly in workforce development. Importantly, summer programs serve not only educational goals but also support family childcare needs, youth development, and broader state priorities such as workforce readiness and mental health. Ensuring strong staffing and thoughtful design is essential for maximizing their value.
