Summary: This article reports on research done by Education Week into the impact of remote learning at three important transition points in foundational literacy and numeracy, in ninth grade algebra, and in English-language acquisition. Stories are shared for each of these touch points suggesting how acceleration of learning may require different strategies – like addressing the grade level competencies needed and going back to fill any gaps in understanding necessary to master the concept.
Source: Stephen Sawchuk and Liana Loewus, Education Week, June 22, 2021
Description: “Most students will return to in-person schooling this fall, and teachers around the country are feeling the pressure to get their classes back on track. In many places, a model known as acceleration is being billed as the way to ameliorate less-than-ideal learning conditions from this past school year. Generally speaking, the idea is to provide “just in time” supports, or scaffolds, to help students access their usual grade-level content, rather than going back and teaching what got skipped last year. It’s a compelling idea, and one that’s been broadly embraced by a number of national education groups.”