Thomas Elementary’s learning structure and pedagogical approach proceed from the belief that all students, including those at educational disadvantage, learn best from instruction that is accelerated rather than remediative, reflecting high-level thinking and content for learners at all levels. ‘Acceleration’ has two levels of meaning in the context of presenting learning experiences: the first is rapid pacing, also known as curriculum compacting. The second, more significant level, is rapid movement from knowledge and comprehension toward analytical, creative, and critical thinking (analysis, synthesis, and evaluation). Thomas Elementary acceleration for all students is delivered not through expanded workload or faster pacing, but rather within a range parallel learning experiences providing increased depth and complexity, and through content enrichment.