Learning Forward
Equity and excellence in teaching and learning.
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Accelerate or remediate? Key factors for educators to consider.
By Tanji Reed Marshall
Categories: Learning communities, Learning designs, Standards for Professional Learning, System leadershipJune 2023
Last month, the U.S. government lifted the emergency designation put in place three years ago to address the COVID-19 pandemic. But the impacts of the pandemic live on, especially in schools, where there is a dire need to address the interrupted learning students experienced and continue to wrestle with now that they are back in classrooms. The critical question is: How do we do this? What are the promising practices leaders and classroom-level educators should consider as they work to support all students? And how should the billions of dollars in education stabilization funding be allocated to best meet students’ needs, especially students who are struggling and those who have been historically marginalized and frequently left behind? After the murder of George Floyd, the country
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References
American Psychological Association. (2021, October 7). For black students, unfairly harsh discipline can lead to lower grades. www.apa.org/news/press/releases/2021/10/black-students-harsh-discipline
Asio, J.M.R. & Jimenez, E.C. (2020). Effect of remediation activities on grade 5 pupils’ academic performance in technology and livelihood education (TLE). Pedagogical Research, 5(4), em0075. doi.org/10.29333/pr/8464
Morgan, H. (2020, December). Misunderstood and mistreated: Students of color in special education. Voices of Reform, 3(2), 71-81.
Reed Marshall, T.J. (2023). Understanding your instructional power: Curriculum and language decisions to support each student. ASCD.
The Education Trust. (2020, January 9). Black and Latino students shut out of advanced coursework opportunities. edtrust.org/press-release/black-and-latino-students-shut-out-of-advanced-coursework-opportunities/ advanced courses
TNTP. (2021, May). Accelerate, don’t remediate. Author. tntp.org/assets/documents/TNTP_Accelerate_Dont_Remediate_FINAL.pdf
Zearn. (2022). Catching up and moving forward: Accelerating math learning for every student. Author.
Tanji Reed Marshall (treedmarshall@edtrust.org) is director of p-12 practice at The Education Trust and a guest editor for this issue of The Learning Professional.
Categories: Learning communities, Learning designs, Standards for Professional Learning, System leadership
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