The research findings
Students who experienced learning acceleration struggled less and learned more, completing 27% more grade-level math lessons than students who started at the same level but experienced remediation instead.
Learning acceleration was particularly effective for students of color and those from low-income families, completing 49% more grade-level lessons than those who experienced remediation.
Students from high-poverty schools were nearly 2x as likely to be remediated than their peers in low-poverty schools —even when they had already demonstrated success on grade-level math content.
The results are some of the first “empirical evidence at a massive scale” that acceleration produces different, and more promising, results than remediation, said Shalinee Sharma, Zearn’s CEO.
“It’s counterintuitive”: Teachers are trained that remediation — going back to unlearned material — is the way to make up academic losses. But a new TNTP and Zearn report using pandemic-era data suggests there’s a better way.
Students whose teachers began the 2020-21 school year teaching them grade-level content in math — going back to fill in content they had missed in the spring when needed — did better than similar students whose teachers started the year by teaching them the material they had missed from the previous grade.
Learning acceleration , defined
A "just-in-time” approach that connects unfinished learning into the context of new, grade-level learning.
In learning acceleration, a third grade teacher starts with third-grade math content, and builds in key second-grade concepts when students need them to access grade-level learning. Check out our on-demand webinar to see learning acceleration in practice.
Learn more about how Zearn can support learning acceleration in your school or district.