Date of Award


Document Type

Campus Access Only

Degree Name

Doctor of Education in Leadership Studies


Leadership Studies

Committee Chair

Selden, Sally C.

Committee Member

Polloway, Edward.

Committee Member

Jones, Roger E.


This study provided clarity concerning the differing levels of mathematical learning loss or gain that could be expected for differentiated groups of students who attend a small suburban and rural school district in Central Virginia, while away from a formal educational setting for a prolonged period of time. Particular attention was paid to students who came from lower socioeconomic environments, students who had identified specific learning disabilities, and students who attended a formal summer program. Major findings included significant levels of mathematical learning loss for students with disabilities, younger students, and a meaningful lack of loss differential for lower socioeconomic students. These results supported the need for greater experimental research to provide alternative school calendars and different learning intervention modalities for schools in rural settings.


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