Policy/Legislation/Initiatives
It's important to be aware of and understand the policies and general trends that affect schools and students. This section contains literacy-related research from the federal government, as well as research and position papers published by education associations and think tanks.
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Position Statement on Student Grade Retention and Social Promotion
In this statement, the National Association of School Psychologists (NASP) identifies the characteristics of students more likely to be retained and the impact of retention at the secondary school level, late adolescence, and early adulthood. NASP also provides a long list of alternatives to retention and social promotion.
Recommendations for Research to Improve Reading Achievement for African American Students
This article includes research recommendations in the areas of standardized testing, teacher quality, after-school programs, parent involvement, reading and study skills, and computer games and simulations.
Because success with technology depends largely upon critical thinking and reflection, teachers with relatively little technological skill can provide useful instruction. But schools must support these teachers by providing professional development and up-to-date technology for use in classrooms.
Making Writing Instruction a Priority in America's Middle and High Schools
Sometimes writing is seen as the flip side of reading, and it is assumed that students who are proficient readers will naturally be proficient writers. While reading and writing are complementary skills, students do not become skilled writers without explicit instruction. This policy brief from the Alliance for Excellent Education examines how writing can be taught in secondary schools and how policy can encourage more teachers to undertake writing instruction.
Millions of today's adolescents lack the reading skills demanded by today's world. The impending crisis — millions of under-literate young people unable to succeed economically and socially — requires an immediate response. This report outlines 15 key elements of effective adolescent literacy programs and recommends that schools use a mix of these elements, tailoring the combinations to the needs of individual students.
America's approach to education has lagged behind as industry and technology have continued to advance. To truly prepare students for the 21st century workforce, and to remain competitive in the global economy, the National Center on Education and the Economy has ten policy recommendations for America's schools.
Why the Crisis in Adolescent Literacy Demands a National Response
This policy brief from the Alliance for Excellent Education asserts that it makes little sense to create a strong foundation of reading in grades K-3 if there is no plan to build upon the foundation in later grades. The Alliance offers a series of federal policy recommendations, including the expansion of the Reading First program (K-3) to the upper grades, increased funding to help states use assessments with open-ended writing and analytic reading items, and increased flexibility for schools to schedule more time for reading and writing instruction.
Reading and Writing in the Academic Content Areas
This issue brief from the Alliance for Excellent Education looks at the role every middle and high school teacher must play to help older students become fully literate, and puts forth a four-part agenda for improving literacy in the content areas.
