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The document compares remediation—re-teaching prior-grade content first—with learning acceleration, which begins with grade-level material while embedding just-in-time concepts. Using Zearn data from 2+ million students across 100,000 classrooms, it finds acceleration improves struggle and achievement, and reduces racial and income inequities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-acceleration-vs-remediation-for-k-12-math-recovery/587542/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-acceleration-vs-remediation-for-k-12-math-recovery/587542.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the key difference between learning acceleration and remediation?","Question",{"text":112,"@type":113},"Remediation starts with below-grade content and then moves forward, often spending substantial time before grade-level learning. Learning acceleration begins with grade-level work and strategically inserts a few prior-grade concepts when needed.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the Zearn data show about student outcomes?",{"text":117,"@type":113},"Students who experienced learning acceleration struggled less and learned more than peers at the same starting level who experienced remediation. The document also reports that acceleration is particularly effective for students of color and those from low-income families.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the comparison between the two approaches conducted?",{"text":121,"@type":113},"The analysis uses aggregated data from over 100,000 classrooms and over 2 million students who used Zearn’s K-5 math platform in 2020-21. A subset of 3rd–5th grade classrooms missed critical content in 2019-20 due to closures, creating a natural experiment comparing remediation and acceleration based on Zearn’s measures and completed grade-level lessons.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587542,1792209978,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475104957,"https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136","Introduction  \nWith the COVID-19 pandemic waning, school systems are shifting their focus from surviving the crisis to helping students recover from the social, emotional, and academic toll of the most significant disruption to K-12 education in history. That process will take years—but the choices system leaders make over the next few months as they plan for the 2021-22 school year will be crucial.  \nOn the academic front, one choice looms especially large. Research suggests more students have experienced more unfinished learning over the last year than ever before. How should schools help them get back to grade level—and back on track to pursue their goals after high school?  \nThe most common approach is what’s known as remediation, or assigning work better suited for earlier grades. For example, at the beginning of third grade, a teacher would review all second-grade content the students missed before moving on to third-grade work. It’s an intuitive strategy, and one that many teachers have been told to use throughout their careers, starting in teacher preparation programs. However, our own pre-pandemic research showed that it can actually hurt students and exacerbate racial inequities.  \nOver the past year, an alternative has gained traction across the country: learning acceleration. In this approach, the fourth-grade teacher starts with fourth-grade content, and strategically builds in key third-grade concepts when students might need them to master the grade-level work. This “just-in-time teaching” ensures students spend more time on the work of their grade—the key to ultimately catching up.  \nNew 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.  \nOur work with Zearn uncovered striking findings. An analysis of data from Zearn encompassing more than two million students in more than 100,000 elementary math classrooms1 shows:  \n• Students who experienced learning acceleration struggled less and learned more than students who started at the same level but experienced remediation instead.  \n● Students of color and those from low-income backgrounds were more likely than their white, wealthier peers to experience remediation—even when they had already demonstrated success on grade-level content.  \n● Learning acceleration was particularly effective for students of color and those from low-income families.  \nPut simply, this data provides strong evidence that learning acceleration works, and that it could be key to unwinding generations-old academic inequities the COVID-19 pandemic has only exacerbated. As we found in The Opportunity Myth, all students can succeed when given a chance to do grade-level work—and that students of color and lowincome students are most likely to be denied those opportunities. System leaders have an important opportunity in the months ahead to start providing teachers with the resources and support they need—and to start building the skill and belief that’s necessary—to help every student engage in grade-level work right away.  \n1 To better understand the effectiveness of learning acceleration vs. remediation, some of the findings below are based on a subset of 3rd – 5th grade students who missed key content last year (N = approximately 6,000 classrooms and 50,000 students). See the Methodology section below for more details.  \nMethodology  \nThis analysis is informed by aggregated data from over 100,000 classrooms and over 2 million students who used Zearn’s K-5 online math platform during the 2020-21 school year—approximately 10% of the total elementary public school enrollment nationwide.2 Zearn identified more than 6,000 third-, fourth-, and fifth-grade classrooms serving more than 50,000 students who, because o","cbCaiaoHF861NUBi","https://ap.wps.com/l/cbCaiaoHF861NUBi","pdf",686045,11,"English","# Introduction\n# Methodology","[{\"question\":\"What is the key difference between learning acceleration and remediation?\",\"answer\":\"Remediation starts with below-grade content and then moves forward, often spending substantial time before grade-level learning. Learning acceleration begins with grade-level work and strategically inserts a few prior-grade concepts when needed.\"},{\"question\":\"What does the Zearn data show about student outcomes?\",\"answer\":\"Students who experienced learning acceleration struggled less and learned more than peers at the same starting level who experienced remediation. The document also reports that acceleration is particularly effective for students of color and those from low-income families.\"},{\"question\":\"How was the comparison between the two approaches conducted?\",\"answer\":\"The analysis uses aggregated data from over 100,000 classrooms and over 2 million students who used Zearn’s K-5 math platform in 2020-21. A subset of 3rd–5th grade classrooms missed critical content in 2019-20 due to closures, creating a natural experiment comparing remediation and acceleration based on Zearn’s measures and completed grade-level lessons.\"}]","Learning Acceleration vs. Remediation for K-12 Math Recovery | PDF",1792062122,28]