Ronald Chaluisan is the executive director of the New Jersey education think tank, Newark Trust for Education.

Far too many students in the Garden State need support in basic academic areas just to become proficient. According to the 2022 Student Learning Assessments test scores released by the state of New Jersey, more than half (51.1%) of students are not meeting grade expectations in English and 64.6% aren’t meeting them in mathematics.

In 2019, New Jersey’s peak performance year, we failed 43.7% of tested students by not supporting them to proficiency in English Language Arts. A closer examination of the ELA results reveals that the system failed nearly 62% of African-American students and 56% of Hispanic students in this area. It is similar in math, with 55.3% of the total tested population and approximately 75% of the economically disadvantaged population needing more support to succeed.

The economic impact on individuals is substantial. Recent research suggests that reading and writing well can increase income by $11,000 annually, while better math skills can increase earnings by $21,000 for 35-54-year-old U.S. workers.

Restoring proficiency levels to 2019 cannot be considered a success. This means not settling for a three- to five-year plan (or longer) to get us back to pre-pandemic math and English levels, which were failing our students. Rather it calls for a bold vision for the future. Far too many students in the Garden State need support in basic academic areas just to become proficient. According to the 2022 Student Learning Assessments test scores released by the state of New Jersey, more than half (51.1%) of students are not meeting grade expectations in English and 64.6% aren’t meeting them in mathematics

What Accelerated Learning Is & Isn’t

Accelerated learning (A.L.) is a teaching approach in which students are taught grade-level material with support, despite having knowledge or skills gaps from previous grades. It is a multi-dimensional approach to learning based on building on a foundation of assets, not deficiencies. It promotes deeper learning through complex and meaningful problems and projects, prioritizing high-level skills and content to create teaching and learning pathways.

A.L. isn’t speeding up or cramming two semesters into one; teachers can actually spend more time on priority topics. It does not entail spending time relearning large pieces of content from prior grades. And A.L. is not reducing the rigor of grade-level content.

A Comprehensive Solution

A.L. can help – if it’s offered in a strategic, comprehensive, and equitable fashion. When properly executed, it provides learners with relevant materials, helps them grow developmentally, and ensures they see the relevance of their school (and home) work. Student engagement and relevance lead to better outcomes. As suggested, the solution must be comprehensive. This means students must be offered learning opportunities at home, in their communities, and at school.

Home-Facilitated A.L.

When parents, caregivers, or guardians are at home with kids, there are numerous activities that can help them acquire practical and technical knowledge. teachers as “My child has been at level two in reading for two years. What can we do at home to help them get to the next level?” The home is an essential ingredient to A.L.’s success and this collaborative approach to schools is imperative.

For example, if you are at home with a child watching a television program they enjoy, you can promote storytelling and teach them the eight elements of a story. Asking them questions like “Did you think the main character did the right thing when…?” or “What was the most intriguing thing about the main character?” Piggybacking on something they’re already doing that’s fun for the family — and infusing active listening — can help brain development.

Another thing adults can do to support A.L. is to ask teachers about their literacy development strategy. At the Newark Trust, we’ve seen parents pose such questions to teachers as “My child has been at level two in reading for two years. What can we do at home to help them get to the next level?” The home is an essential ingredient to A.L.’s success and this collaborative approach to schools is imperative.

Community Involvement

Most youth participate in after-school activities and sports. The community-based organizations (CBOs) that organize these activities can impact learners’ academic performance by supplementing classroom activities and giving kids hands-on experiences that could (and should) count toward school credits.

Kids often attend coding classes and appear in plays at their local Y or Boys & Girls Club, which demands are rigorous activities and supplements what teachers can feasibly do in the classroom. What’s more, sports programs can provide background information on the human body to help students learn about biology and avoid injuries.

A School’s Role

Students take tests and the outcomes determine whether they are at grade level – or not. The problem is the results aren’t typically actionable. To compound matters, parents and students don’t understand the terminology that schools use. For instance, generally, only educators know what it means to be at “Level 2″ in reading comprehension. If people are not clear on the issues (and the terminology), they cannot address them. They cannot contribute to the solution.

Our education system also needs to provide students with quality digital tools to improve their digital skills and experiences to prepare them for the future. Chromebooks must be replaced by (real) laptops and support for families that cannot afford high-speed internet must be provided if we are to accelerate learning.

Accelerated learning is what we’re striving for and if a student does not have the support they need inside and outside of the classroom, they’ll never get to grade level let alone address the learning loss exacerbated by the pandemic.

Kids live and learn in multiple spaces and places – at home, in their communities, and at school. If we all come together, establish smart learning strategies and tactics, and communicate proactively, we’re bound to succeed.