Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy

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Institution	Carnegie Corporation of New York
Titel	Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy
Quelle	(2011), (108 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Literacy; Best Practices; Reading Achievement; Reading Comprehension; College Readiness; Career Readiness; Intellectual Disciplines; Specialization; Preservice Teacher Education; Secondary Education; Teacher Effectiveness; Reading Instruction; California; Connecticut; Delaware; Florida; Georgia; Illinois; Kansas; Massachusetts; Michigan; Minnesota; New Jersey; New York; Oregon; Pennsylvania + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Alphabetisierung; Schreib- und Lesefähigkeit; Leseleistung; Leseverstehen; Geisteswissenschaften; Arbeitsteilige Spezialisierung; Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Leseunterricht; Kalifornien; Master-Studiengang
Abstract	Our nation's educational system has scored many extraordinary successes in raising the level of reading and writing skills in younger children. Yet the pace of literacy improvement in our schools has not kept up with the accelerating demands of the global knowledge economy. In state after state, the testing data mandated by No Child Left Behind reveals a marked decline in the reading and writing skills of adolescent learners. School systems are now grappling with the fact that promising early performance and gains in reading achievement often dissipate as students move through the middle grades. As a result, many young people drop out of high school or perform at minimal level and end up graduating without the basic skills that they need to do college-level work, get a well-paying job or act as informed citizens. The truth is that good early literacy instruction does not inoculate students against struggle or failure later on. Beyond grade 3, adolescent learners in our schools must decipher more complex passages, synthesize information at a higher level, and learn to form independent conclusions based on evidence. They must also develop special skills and strategies for reading text in each of the differing content areas (such as English, science, mathematics and history)-- meaning that a student who "naturally" does well in one area may struggle in another. To reach the goal of providing quality literacy instruction for all our nation's adolescents, we must systematically link instruction to the growing knowledge base on literacy and inform it with up-to-date data relating to outcomes and best practices. We must also find and support good teachers and provide them with the right professional development opportunities. Schools, districts, states, and federal policymakers all have vital roles to play in the process of re-engineering the nation's schools to support adolescent learning. Accordingly: (1) The Vision: Literacy for All draws on up-to-date research showing that adolescents need a higher level of literacy than ever before, both for college-readiness and employment in the new global knowledge economy, and goes on to describe how our current state of knowledge already equips us to re-engineer schools to support quality adolescent learning; (2) The Challenge: What It Will Take to Get Our Adolescents College and Career Ready details the specific literacy needs of adolescent learners and shows how these needs can best be met in our nation's schools; (3) The Keys: Underpinnings for Successful Reform shows how professional development for teachers and the effective use of data are the keys to improving adolescent literacy and realizing the ambitious goal of "literacy for all"; (4) The Agenda: Re-Engineering for Change At All Levels sets out a national agenda for fully supporting adolescent learners, using case-studies to show exactly how schools, districts, and states can help to re-engineer the experience of adolescent learning; and (5) A Call To Action: Where To Begin summarizes the main points of this report by setting out specific action steps for school leaders, district leaders, state leaders, and federal policymakers. Our common goal must be to ensure that all students receive the support they need for active citizenship, college and career readiness, gainful employment in the global knowledge economy, and lifelong learning. "The time to act is now." Appended are: (1) Bibliography, Carnegie Corporation of New York's Advancing Literacy Initiative, Works and Commissioned Papers; and (2) Essential Elements of Literacy for Adolescent Learners. (Contains 3 tables, 4 figures and 2 endnotes.) [For related reports, see "Adolescent Literacy Programs: Costs of Implementation. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy" (ED535296); "Measure for Measure: A Critical Consumers' Guide to Reading Comprehension Assessments for Adolescents. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy" (ED535299); "Adolescent Literacy and Textbooks: An Annotated Bibliography. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy" (ED535323); "Reading in the Disciplines: The Challenges of Adolescent Literacy. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy" (ED535297); and "Adolescent Literacy Development in Out-of-School Time: A Practitioner's Guide. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy" (ED535304). (ERIC).
Anmerkungen	Carnegie Corporation of New York. 437 Madison Avenue, New York, NY 10022. Tel: 212-371-3200; Fax: 212-754-4073; Web site: http://carnegie.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10