Unlocking Acceleration: How below Grade-Level Work Is Holding Students Back in Literacy

Institution	TNTP
Titel	Unlocking Acceleration: How below Grade-Level Work Is Holding Students Back in Literacy
Quelle	(2022), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teachers; Instructional Program Divisions; Remedial Instruction; Acceleration (Education); Pandemics; COVID-19; Literacy Education; Disadvantaged; Power Structure; Achievement Gains; Poverty + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Förderkurs; Acceleration; Beschleunigung; Achievement gain; Leistungssteigerung; Armut
Abstract	Schools are working urgently to help students catch back up to grade level in the wake of the pandemic. But that can only happen if students get consistent opportunities to do grade-level work. Our previous research has shown that when students fall behind, providing access to grade level work with appropriate support (learning acceleration) is the best way to help them catch up--and that delaying access to grade-level work (remediation) practically guarantees they will fall even farther behind. But are students getting enough opportunities to do grade-level work? We partnered with ReadWorks, a free digital literacy resource used by more than 75,000 schools, to analyze trends in teachers' use of grade-level assignments on the platform. What we found was troubling: (1) Students are spending even more time on below grade-level work than they were before the pandemic; (2) Students were just as successful on grade-level work as they were on below grade-level work; (3) Students in schools serving more students experiencing poverty were assigned the most below grade-level work; and (4) In schools serving more students in poverty, students got less access to grade-level work even when they'd already shown they can master it. These findings suggest that inequities in access to grade-level work that existed before the pandemic have only deepened, and that most school systems are not yet implementing real learning acceleration strategies. But they also offer a clear path forward, providing the latest evidence that all students can succeed on grade-level work when given the chance--and that learning acceleration should be a centerpiece of academic recovery efforts in the wake of COVID-19. [To learn more about implementing a learning acceleration strategy, see "Learning Acceleration for All: Planning for the Next Three to Five Years" (ED615445).] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01