Research suggests more students have experienced more unfinished learning over the last year than ever before. With the COVID-19 pandemic waning, school systems are facing a critical choice about how to respond. Should they use the traditional approach of reviewing all the content students missed, known as remediation? Or should they start with the current grade's content and provide "just-in-time" supports when necessary, known as learning acceleration?
New data from Zearn, a nonprofit organization whose online math platform is used by one in four elementary students nationwide, provides one of the first direct comparisons of these two approaches—and compelling new evidence that school systems should make learning acceleration the foundation of their academic strategies next year and beyond.