The article you're commenting on mentions several interventions with significant benefit:
"High-dosage tutoring—which educators define as involving a trained tutor working with one to four students at a time, three times a week for a whole year—is one of the few interventions with a demonstrated benefit that comes close, producing an average gain equivalent to 19 weeks of instruction."
"One option is voluntary summer school, which, according to prior research, has yielded about five weeks of instructional gain per student. Another option is an extra period each day of instruction in core subjects. A double dose of math over the course of an entire school year has been shown to produce gains equivalent to about 10 weeks of in-person instruction, although the evidence on reading is weaker."
I am a fan of switching to school years with 10 weeks on, 3 week off quarters. I think a couple of the summer breaks staggered across the nation would be even better so that not all kids are on vacation at the same time.
"High-dosage tutoring—which educators define as involving a trained tutor working with one to four students at a time, three times a week for a whole year—is one of the few interventions with a demonstrated benefit that comes close, producing an average gain equivalent to 19 weeks of instruction."
"One option is voluntary summer school, which, according to prior research, has yielded about five weeks of instructional gain per student. Another option is an extra period each day of instruction in core subjects. A double dose of math over the course of an entire school year has been shown to produce gains equivalent to about 10 weeks of in-person instruction, although the evidence on reading is weaker."
https://fordhaminstitute.org/national/commentary/5-lessons-e... lists a few more studies that consistently show the opposite of what you claimed. School quality matters, and more schooling matters.