By Renita Schmidt, Paul Lee Thomas

The authors deliver their many years of school room educating event, in addition to their learn base, to a dialogue of literacy spanning common via highschool. They discover the prescriptions that prevent powerful methods to literacy instruction.

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Extra resources for 21st Century Literacy: If We Are Scripted, Are We Literate? (Explorations of Educational Purpose)

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History; Sputnik spurred us to action in the late 1950s and then A Nation at Risk pointed to educational weaknesses in the areas of math and science by the early 1980s. S. children are compared to students from around the world on international tests. S. children are often reported to be doing poorly in comparison to Finnish and Japanese children, NAEP scores indicate very little change in American student achievement (See National Assessment of Educational Progress sites). A review of NAEP scores shows only a flat line of progression in recent years indicating that NCLB has not changed the rate of progress in student testing even though Secretary of Education Spellings and other legislators continue to report that standards and accountability are working (Bracey, 2006; Krashen, 2007).

2009 41 42 R. Schmidt answering them soothed my soul; I was a middle-class white girl who knew the answers and my confidence was high. Neither my teachers nor my parents talked or prepared me ahead of time about working hard to do well on the tests; no cheers were created or performed by teachers to motivate any of us as students to try hard, perform well, or beat the test. As I remember, we just spent time taking the tests and then a few days later they were over until the next year. A scoring sheet would show up in my report card later in the year and my parents looked at it (I suppose), but no one really said anything about it to me.

What format do the tests implement and how does the format correlate with best practice in literacy? Many high-stakes tests are struggling with attempting to balance best practice (having students create responses) with efficiency and economy (having students complete a test that can be scored quickly and easily—preferably by machine). The result is that we often see tests created that are a Frankenstein of both worlds—meaning the test becomes an uncontrollable monster that cause harm rather innocently.

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