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The leaves are falling, kids are bingeing on Halloween candy and Thanksgiving dinner shopping lists are being drafted. It might seem a strange time to start thinking about next summer. But this is when state leaders should commit to and prepare for student learning opportunities for summer 2026. 

More and more, are developing strategies for summer instruction, recognizing it as a cost-effective way to combat learning loss, drive academic and social-emotional benefits for students and advance curricular priorities. Designing and delivering high-quality summer programs requires many of the same district-level efforts needed to plan a full academic year, including recruiting and enrolling students, identifying qualified staff, defining the curriculum, providing professional development and arranging for transportation. All this takes time.

Because influence local activities, will position leaders, from state capitals to schools, for success in 2026. As they get to work on summer learning, state leaders should keep four guiding principles in mind.

First, they can make summer learning a priority by signaling its importance as a vehicle for education and enrichment. and , for example, have done this by codifying summer learning into legislation. Through its Additional Days School Year initiative, has allowed districts to add up to 30 instructional days to the school calendar, including through summer learning programs. has provided communication toolkits that include flyers and social media graphics that build awareness of and enthusiasm for summer reading programs throughout the state. Designed to attract students, teachers and site coordinators, the tools also detail the benefits of participation: Students receive free, small-group tutoring, have a chance to catch up and build confidence in all subjects; and teachers get to work intensively with smaller student groups while receiving training and coaching.

Second, state leaders can establish a vision for what summer learning should accomplish for students. Some states, like , have made literacy a priority. emphasizes reading camps that include daily doses of math as well. For high school students, New Mexico offers paid summer internships, providing work experience and opportunities for community engagement. 

Third, summer learning must be factored into state education budgets. Funding decisions are particularly time-sensitive and may require legislative action. It is crucial for state leaders to help local education agencies understand avenues for funding their programs. Several states have secured ongoing financial support for summer learning, whether through legislative action (Oregon), tax revenue () or recurring budget line items ().  

States can consider an array of funding options to support local programming, which may include formula grants, competitive grants, grants for districts and grants for community-based organizations that may partner with districts. However, applying for grants can be time-consuming and labor-intensive. Some of the school systems serving the students with the greatest needs may have limited bandwidth for grant writing. 

Lastly, it is critically important for state education leaders to offer guidance for providers of summer learning to help translate their vision into program design. For example, the collaborates with state education leaders to give financial and technical support to community organizations offering evidence-based summer programs. requires summer programs to be at least 30 days in length and to blend core instruction, enrichment activities and social-emotional support, which is consistent with . Texas mandates that districts receiving state funds share data related to enrollment, attendance and academic growth, to help its state education agency understand engagement and impact statewide. 

As part of this quality-assurance effort, state education leaders should consider the 鈥渂oth/and鈥� qualities of summer learning: It is most effective when designed with both evidence-based characteristics and flexibility in mind. Certain , such as a combination of academic and enrichment activities, the use of highly qualified staff and sufficient time for academic instruction, contribute to . At the same time, effective programs are flexible enough to address a range of needs and goals. For example, a state or district might identify a need to focus on building reading skills or providing students with opportunities for STEM immersion or career exploration. Widespread summer programming that will make a difference for students across villages, tribes, towns and cities in each state will depend on a 鈥渂oth/and鈥� mindset. 

Summer is not just a time. It is a tool for providing evidence-based, adaptable learning programs. As they enjoy autumn, state leaders must look ahead to summer 2026, ensuring their state and local partners are well positioned to advance learning priorities and opportunities for the students they serve. 

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