As school systems go all-in to accelerate student learning and make up for academic losses due to the COVID-19 pandemic, how administrators and educators apply these interventions matters as much as the strategies themselves.
A new report from EdResearch for Action — a joint initiative of the Annenberg Institute at Brown University and Results for America focused on promoting prove education strategies — finds, for instance, that academic intervention can yield better results when content is scaffolded for grade-level content rather than just reteaching past material.
In other words, it’s not enough just to know what the evidence-based approaches are, but educators must also ensure optimal design approaches are being taken, said Ayesha Hashim, a research scientist at NWEA, who co-wrote the report with Emily Morton, a researcher at the Center for Analysis of Longitudinal in Education Research at the American Institutes of Research.
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