<?xml version="1.0" encoding="utf-8" standalone="yes"?><rss version="2.0" xmlns:atom="http://www.w3.org/2005/Atom"><channel><title>Research on Acceleration Denied</title><link>https://accelerationdenied.com/tags/research/</link><description>Recent content in Research on Acceleration Denied</description><generator>Hugo</generator><language>en-us</language><lastBuildDate>Sun, 28 Dec 2025 09:00:00 -0600</lastBuildDate><atom:link href="https://accelerationdenied.com/tags/research/index.xml" rel="self" type="application/rss+xml"/><item><title>The Invisible Students: When Differentiation Is Just a Word</title><link>https://accelerationdenied.com/blog/the-invisible-students/</link><pubDate>Sun, 28 Dec 2025 09:00:00 -0600</pubDate><guid>https://accelerationdenied.com/blog/the-invisible-students/</guid><description>&lt;p&gt;&lt;em&gt;This post is a follow-up to &lt;a href="https://accelerationdenied.com/blog/the-leveling-down"&gt;The Leveling Down&lt;/a&gt;, which documented how Oak Park District 97&amp;rsquo;s 2017 elimination of elementary math acceleration led to declining scores for advanced students with no improvement for anyone else. This post examines why: the promise of differentiation was never realistic.&lt;/em&gt;&lt;/p&gt;
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&lt;p&gt;In 2017, Oak Park District 97 eliminated its elementary math acceleration pathway. The replacement: &amp;ldquo;enrichment for all&amp;rdquo; - a model where teachers would differentiate instruction within regular classrooms rather than providing separate advanced instruction.&lt;/p&gt;</description></item></channel></rss>