The Acceleration Imperative: A Plan to Address Elementary Students' Unfinished Learning in the Wake of COVID-19. Version 2.0

In school districts and charter school networks nationwide, instructional leaders are developing plans to address the enormous challenges faced by their students, families, teachers, and staff over the past year. To help kick-start the planning process, the Thomas B. Fordham Institute presents "The Acceleration Imperative," an open-source, evidence-based document created with input from dozens of current and former chief academic officers, scholars, and others with deep expertise and experience in high-performing, high-poverty elementary schools. It has four key design principles: (1) many students--especially the youngest children in the highest-need schools--will require extra help coming out of the pandemic, particularly in the form of extended learning time, high-dosage tutoring, and expanded mental-health supports; (2) that extra help should complement, but cannot replace, what students need from schools' core programs, such as high-quality curricula and positive school cultures; (3) to make up for what's been lost, the focus needs to be on acceleration, not remediation; and (4) decisions should be guided by high-quality research evidence whenever possible. This is Version 2.0 of this living document, which will continue to evolve with the input of readers. It can be downloaded and used as a starting point or supplemental resource for planning purposes. Included in this document are dozens of specific recommendations that point to hands-on resources. Many of them are worthwhile at any time, but are particularly relevant to the recovery phase of this crisis.