There is a lack of consensus among school districts on how best to mitigate reading and math learning loss during the summer months. The purpose of this quasi-experimental quantitative exploration study was to determine if there was a statistically and practically significant effect of an educational program on summer learning loss in reading and mathematics in grades five and six students. The findings of this non-randomized controlled trial indicated that the students who participated in Summer Academy grew in reading almost double compared to those students that did not participate in Summer Academy. The findings also suggested that the students who participated in Summer Academy regressed in math almost double compared to those students that did not participate in Summer Academy. The implications indicate that school leadership is integral to the success of summer programs especially with regard to the impact programs have on economically disadvantaged students.