Students have experienced more unfinished learning over the past year than ever before. Two key strategies have emerged to move forward—remediation or acceleration. @zearned’s new report with @TNTP shows why acceleration is the right approach. Here are our findings. #EdChat 
In '19-'20, both cohorts struggled more than the prior year, but rates of struggle are similar. This year, the lines diverge.
The orange line follows remediation classes. Their struggles grew & they experienced significantly more struggle than the acceleration cohort (green).
The orange line follows remediation classes. Their struggles grew & they experienced significantly more struggle than the acceleration cohort (green).
It wasn’t just that the classes that experienced learning acceleration struggled less. They also completed 27% more grade-level lessons than the remediation group.
Students of color and students in high-poverty schools are more likely to be heavily remediated than white, high-income counterparts, even when their level of struggle is identical.
This data reaffirmed @TNTP's findings in the #OpportunityMyth–students of color and those from low-income backgrounds are less likely to have access to the challenging, grade-appropriate assignments.
But there is reason for optimism. Learning acceleration really works for all kids—and is particularly effective for students of color and those from low-income families.
This study shows that learning acceleration works and that it could be key to unwinding generations-old academic inequities the COVID-19 pandemic has only exacerbated. Read the full report here: tntp.org/accelerate #EducationEquity
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