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Dear Academic Approach Families & Colleagues:

Yesterday, we shared some new research on the potential impact of remote learning on academic progress. Today, we’re sharing the likely impact of remote learning on standardized test scores.

What’s the impact of COVID-slide on scores?

In its  May research and policy brief, ACT shared its student performance estimates based on historical data and predicted the impact of remote learning on ACT performance.

The table below summarizes the research on typical per-month gains for students in school versus out of school.

*Source: ACT Research & Policy Brief

What does it add up to? Typically, an ACT composite score increases by 1.96 points over a school year and decreases by 0.43 points over the summer — a net gain of 1.53 points per year. By shifting two months of classroom instruction to typical summer losses (to reflect inconsistent approaches to remote learning in the spring), students would instead see a net gain of only 0.82 points per year.

This seemingly small decrease in ACT scores can in fact indicate a large effect on overall student achievement and college readiness, admissions and scholarship eligibility across districts and states. With months of remote learning ahead, the deficit may grow.

How to Combat COVID-slide?

As in many contexts, quality and quantity of instructional time matters. A recent Education Week article explores the research on the proven impact of high-dosage tutoring.

These are the key principles we have followed since 2001 that relate to these effective interventions:

Our programming is  personalized—we use diagnostic assessments to learn exactly what support a student needs. The instruction is carefully targeted to meet those needs.

Our programming is  engaging—we use questioning and feedback to keep students actively learning. Our students take ownership over their academic progress, and our instructors provide in-depth feedback on their learning along the way.

Our programming is  rigorous—we use our bridges to high school and college readiness to ensure students are receiving high-level instruction to keep them on track for long-term success.

We feel a stronger commitment than ever this school year in our one-on-one work and our school programs partnerships to deliver instruction and support that curbs learning loss and helps maintain academic progress.

Be well,
Matthew Pietrafetta, Ph.D., Founder & CEO

Seven University of Georgia schools reinstate ACT/SAT requirements!