<?xml version="1.0" encoding="utf-8" standalone="yes"?><rss version="2.0" xmlns:atom="http://www.w3.org/2005/Atom"><channel><title>Interactive on Acceleration Denied</title><link>https://accelerationdenied.com/tags/interactive/</link><description>Recent content in Interactive on Acceleration Denied</description><generator>Hugo</generator><language>en-us</language><lastBuildDate>Mon, 08 Jun 2026 00:00:00 +0000</lastBuildDate><atom:link href="https://accelerationdenied.com/tags/interactive/index.xml" rel="self" type="application/rss+xml"/><item><title>Three Chairs: The Same Dispute From Every Side</title><link>https://accelerationdenied.com/blog/three-chairs/</link><pubDate>Mon, 08 Jun 2026 00:00:00 +0000</pubDate><guid>https://accelerationdenied.com/blog/three-chairs/</guid><description>&lt;p&gt;Most of what I&amp;rsquo;ve written here argues a side. This one doesn&amp;rsquo;t. It hands you three chairs and asks you to sit in the one you trust &lt;em&gt;least&lt;/em&gt;.&lt;/p&gt;
&lt;p&gt;Here is the dispute, stripped to the bone. This past May, after three years of trying, the district tested my daughter and accelerated her in math — on its own assessment, its own school psychologist, its own rubric. We accepted, with no conditions attached. Then the district attached one anyway: the placement only continues if a district teacher teaches her math during the school day. Otherwise, at the end of the year, she has to &amp;ldquo;requalify.&amp;rdquo;&lt;/p&gt;</description></item></channel></rss>