Can Academic Standards Boost Literacy and Close the Achievement Gap? Policy Brief, Fall 2012

Autor/inn/en	Haskins, Ron; Murnane, Richard; Sawhill, Isabel; Snow, Catherine
Institution	Brookings Institution
Titel	Can Academic Standards Boost Literacy and Close the Achievement Gap? Policy Brief, Fall 2012
Quelle	(2012), (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Academic Achievement; Elementary Secondary Education; Difficulty Level; Literacy; Low Achievement; Comparative Education; Achievement Rating; Achievement Gap; Advantaged; Disadvantaged; Core Curriculum; State Standards; Adoption (Ideas); State Boards of Education; Alignment (Education); State Curriculum Guides; Teacher Improvement; Instructional Improvement; Excellence in Education; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Schulleistung; Schwierigkeitsgrad; Alphabetisierung; Schreib- und Lesefähigkeit; Unterdurchschnittliche Leistung; Vergleichende Erziehungswissenschaft; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Kerncurriculum; Ideas; Ideenfindung; Rahmenlehrplan; Unterrichtsqualität; Lernerfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Good jobs in the nation's twenty-first-century economy require advanced literacy skills such as categorizing, evaluating, and drawing conclusions from written texts. The adoption of the Common Core State Standards by nearly all the states, combined with tough literacy assessments that are now in the offing, will soon reveal that literacy skills of average students fall below international standards and that the gap in literacy skills between students from advantaged and disadvantaged families is huge. The authors offer a plan to help states develop and test programs that improve the quality of teaching, especially in high-poverty schools, and thereby both improve the literacy skills of average students and narrow the literacy gap. [This paper is a collaboration of the Woodrow Wilson School of Public and International Affairs. This policy brief is a companion piece to "Literacy Challenges for the Twenty-First Century," a thematic issue of Princeton University and The Brookings Institution's journal, "Future of Children," Volume 22, Number 2, Fall 2012.] (As Provided).
Anmerkungen	Brookings Institution. 1775 Massachusetts Avenue NW, Washington, DC 20036. Tel: 202-797-6000; Fax: 202-797-6004; e-mail: webmaster@brookings.edu; Web site: http://www.brookings.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10