In this post, we explain why we prefer to use the term “unfinished learning,” in most of our content, why we sometimes use “learning loss," and why we think this linguistic flexibility helps us better support our educator partners.
Early literacy is the crucial knowledge students develop as a foundation for reading. This explainer post addresses top questions about early literacy (also known as emergent literacy), clarifying why it’s so important to reading and overall learning achievement.
Research has long connected learning outcomes with students’ socioeconomic backgrounds. Learn how Georgia’s Tattnall County School District has used data and a “whatever-it-takes” attitude to overcome barriers to success.
The percentage of Grades 1–3 learners who are reading at grade level is lower than before the pandemic, and there are more students below grade level by two or more grades.
With learners lagging behind South Carolina’s state average, Georgetown County School District’s leaders set forth a bold plan to help learners achieve grade-level success.
Data from the fall 2021 i-Ready Diagnostic shows that the pandemic continues to impact student learning and exacerbate longstanding education inequities among students from different races, ethnicities, and income levels.
To understand a text, students need to be able to draw upon stores of background knowledge. This post explores how knowledge impacts literacy and why educators should look for knowledge-rich literacy programs.
