What Comes Around, Comes Around Again

I receive a lot of emails that start with “10 ways to improve your math scores,” or “6 strategies to improve your classroom reading performance.” At this point in my career (which is basically over), I tend to ignore any title sent to me that begins with “___ ways.”

But there was one article (advertisement) that caught my attention recently. It came from a group calling themselves IXL, and it was written by Robin Munsell, IXL’s Vice President of Professional Learning.

Munsell writes,

“As educators and parents have come to realize the sheer amount of student progress wiped out by school closures and remote instruction, districts have been working hard to overcome the learning loss. But more often than not, their approach overemphasizes diagnosing knowledge gaps and reteaching below-grade-level material. While remediation is how schools typically address learning gaps, it’s not enough on its own.”

“Instead, districts need to shift the focus from remediation to acceleration.”

“What is acceleration?”

“Acceleration is a teaching strategy that increases and speeds up students’ exposure to grade-level learning. It requires students to consistently work on grade-appropriate tasks.”

“For some educators, that might sound counterproductive. Shouldn’t teachers reteach the content students missed from previous years to close learning gaps?”

“However, recent research shows that while well-intentioned, remediation sets learners even further behind. For the educators, students, and parents involved, it creates misguided beliefs that learners can’t meet grade-level expectations.”

“As a community, we can reframe our approach and help students move forward.”

“5 tips for accelerating student learning”

“Here are five research-backed strategies educators can use to put every student on a fast track to grade-level learning.”

“Prioritize content that is essential for future learning” [by identifying] the most critical prerequisite standards and skills, [using] assessment data to identify learning gaps, [and determining] an action plan.”

“Personalize instruction for each student [by understanding] your students, [providing] opportunities for student choice, [and leveraging] technology to personalize learning.”

“Monitor student progress and adapt instruction regularly.”

“Give teachers the resources they need to help students.”

“Bring students and families into the conversation.”

And, now, here comes the pitch:

“There’s no time to waste. To overcome years of learning loss, educators have to focus on acceleration strategies that work – which is why so many school leaders turn to IXL.”

“Our K-12 learning and teaching platform is not only research-based, but also research-proven to accelerate learning. With adaptive skills, a full assessment suite, district-wide data, and more, IXL gives you all the tools and insights you need to facilitate success for every teacher and student in your district.”

One of the good things about being gray-haired these days, especially when it comes to what works and doesn’t work inside public schools, is the ability to cry out “I smell a rat” whenever something stinks.

Accelerated learning didn’t start with IXL. It originated 37 years ago when Dr. Henry Levin introduced the Accelerated Schools Project at Stanford University. According to a description by Columbia University, Levin and Associates,

“developed a comprehensive approach to school change, designed to improve schooling for children in at-risk situations. Instead of placing students into remedial classes, accelerated school communities – staff, parents, administrators, students, district office representatives, and local community members – accelerate learning by providing all students with challenging activities that traditionally have been reserved only for students identified as gifted and talented.”

“Traditionally, students in at-risk situations have been tracked into remedial classes that slow down the pace of learning and simplify the content of curriculum. Though this practice of remediation is intended to allow students to catchup to their peers, research finds that remediation actually causes students to fail farther and farther behind the mainstream. So instead of remediating, accelerated schools hold high expectations for every student, and provide each student with powerful learning experiences that stress complex and engaging activities, relevant content and active discovery of curriculum objectives.”

Sound familiar?

See, if you hang around public education long enough – what comes around, comes around again.

But here’s what Ms. Munsell and IXL won’t tell you, but I will.

Hank Levin’s Accelerated School Project was basically a failure.

Why?

Because public schools couldn’t or wouldn’t do what Levin’s research suggested would work when it came to making young learners smarter and stronger.

And guess what?

Traditional schools still can’t do what Munsell and IXL are suggesting they do, just like schools couldn’t do what Henry Levin suggested almost 40 years ago.

Schools aren’t built to accelerate learning. Schools are built, including their curriculum, intervention, and assessment functions, to teach something and then reteach, and reteach, and reteach, and reteach, until the young learner either learns it or doesn’t. If the young learner doesn’t learn what they are supposed to learn, most schools expect teachers to move on. And that’s where learning gaps come from.

And, failure to learn leads a young learner to think they are a failure.

I think Hank Levin was on to something when he came up with the idea of accelerated schools and accelerated learning. I just don’t think our traditional public school system can execute on Levin’s ideas. They’ve had nearly 40 years to do it and haven’t.

Finally, it would be good if this group IXL at least give Levin, his team, and Stanford University a bit of credit whenever they discuss accelerated learning. It’s almost like they want us to think it’s their idea.

Friday New Roundup tomorrow. SVB