Acceleration Keeps Students Moving Forward. How Do We Do It?

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Acceleration keeps students moving forward. How do we do it?

By Suzanne Bouffard

Categories: Collaboration, Learning designs, Reaching all students

When our team began planning this issue of The Learning Professional, we asked ourselves: What do we not yet know about unfinished learning due to the COVID-19 pandemic, and what do we need to know to move forward? We wanted to go deeper than the well-documented fact that many students are behind where we would expect them to be, academically and socially, if the pandemic had not happened. We wanted to tackle, not simply lament, the trend that the pandemic’s impacts have been felt disproportionately by historically marginalized students, including students of color, students experiencing poverty, and students with special needs. Like you, we wanted to know what to do now. For several years now, education leaders have been proposing the concept of acceleration as

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Suzanne Bouffard

Senior Vice President, Communications & Publications | + posts

Suzanne Bouffard is senior vice president of communications and publications at Learning Forward. She is the editor of The Learning Professional, Learning Forward’s flagship publication. She also contributes to the Learning Forward blog and webinars. With a background in child development, she has a passion for making research and best practices accessible to educators, policymakers, and families. She has written for many national publications including The New York Times and the Atlantic, and previously worked as a writer and researcher at the Harvard Graduate School of Education. She has a Ph.D. in developmental psychology from Duke University and a B.A. from Wesleyan University. She loves working with authors to help them develop their ideas and voices for publication.