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. Also, the study aimed to determine whether growth was impacted by demographic variables or other factors. There is alack of consensus among school districts on how best to mitigate reading and math learning loss during the summer months. In this non-randomized controlled trial, participants are allocated to an intervention but the allocation is not randomized. This study can also be considered as a quantitative exploration program evaluation because the before and after comparison involves collecting data before and after a group of participants receive an intervention. During the analysis, a line-by-line examination of the data was conducted, leading to the revelation of themes according to the data. These data include two sets of student cohort scores collected in the spring of 2019 and then in the fall of the same year to determine if the intervention in place was effective to close the achievement gap and prevent summer learning loss. Achievement data was collected and analyzed from the spring of the 2018-2019 school year and the fall of the 2019-2020 school year. The findings of this research indicate that the students that participated in Summer Academy grew in reading almost double compared to those students that did not participate in Summer Academy. Students that participated in Summer Academy score in the bottom 25% according the nationally normed data. The findings of this research also indicate that the students that participated in Summer Academy regressed in math almost double compared to those students that did not participate in Summer Academy. The results of the study indicated that teachers and administrators can likely achieve positive academic growth by focusing on reading and mathematics instructions during summer months; by extending, and in some cases requiring summer school programs. 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. An effective mechanism includes specific instructional strategies, time, location, and attendance expectations for students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]