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.
Clover School District in South Carolina needed to implement personalized learning during the pandemic. Educators had a great pilot year with i-Ready Assessment that set them up for success.
New research dives into the impact of the digital divide on 3.5 million learners. Notably students of color and learners from low-income communities were impacted the most.
In this second post in our A Teacher’s Day in the Life series, Candace Sanders, a sixth grade math and science teacher in Halls, Tennessee, shares a typical day during a far-from-typical time to be teaching.
Print math materials should be part of curricula for many reasons, including education equity, clear feedback, and research that shows that writing is particularly helpful for memorization.
Grade 4 teacher Marcie Burlett, from Henderson County, NC, went above and beyond to create a positive classroom culture that resulted in well-rounded success throughout the pandemic. All of her students met their i-Ready goals, and, most importantly, they felt like they were part of a mutually supportive classroom community.
In this series, we follow teachers through a typical day and ask them the deep questions, including “Why do you teach?” In this first post, Chicago kindergarten teacher Darnell Jackson explains why consistency and accountability are the center of his teaching philosophy.
