The achievement gap between high- and low-SES children in the United States appears to be widening (Reardon, 2011). Seasonal comparison research indicates that this gap principally grows while children are on summer vacation (e.g. Alexander, Entwisle, & Olson, 2001, 2007; Burkam, Ready, Lee, & LoGerfo, 2004; Downey, von Hippel, & Broh, 2004; Heyns, 1978). In this paper, I examine low-SES children’s summer activity participation, and consider possible strategies for improving low-SES children’s summer academic engagement.