When you think of Sir Kenneth Robinson's assertion that we live in the most stimulating era in history (with iPods, PCs, video games, tv, internet, etc.) it seems clear that illiteracy and aliteracy would be issues. I can also tell you that Frank Romano, who is the guru in the Printing/Publishing industry, has been tracking this phenomenon for more than a decade, as it is having a quite an impact on the magazine, newspaper, and traditional publishing industries. There is some good news. The first paragraph in Barnes & Noble's 2010 Annual Report states: 2009 will stand as a major turning point in the history of bookselling. Rivaled only by events such as the invention of the printing press itself and the advent of the mass market paperback, the digitization of book content promises to open up and expand the marketplace for books and other written works to unprecedented levels. Might we be placing too much import on traditional literacy versus overall media literacy? Keith Keith W. Rankin 44 Creston Court Rochester, NY 14612 585.734.7295 cel | txt Date: Wed, 22 Dec 2010 09:37:40 -0500 From: stell5@xxxxxxx To: regional_school@xxxxxxxxxxxxx Subject: [regional_school] Re: How well does the standards movement stack up? From the standpoint of students, teachers, education, and society the standards movement has been harmful and destructive, achieving no progressive goals. But it has been a huge success from the standpoint of "education reformers" and the corporate world. The use of standards, tests, data, and metrics over the last 20-30 years has allowed these forces to successfully usher in many of the new arrangements they want under the veneer of high ideals. s ----- Original Message ----- From: William Cala To: regional school Sent: Wed, 22 Dec 2010 09:23:47 -0500 (EST) Subject: [regional_school] How well does the standards movement stack up? Excellent study! Bill Articles ——– How Well Does the Standards Movement Measure Up? An Analysis ofAchievement Trends, Academic Course-taking, Student Learning, NCLB, and Changes in School Culture and Graduation Rates Lawrence C. StedmanAbstractThis is the first of two papers examining the standards movement. In it, I review data from NAEP, the SAT, the international assessments, transcript studies, and NCLB assessments, as well as surveys and case studies of changes in curriculum and pedagogy. The picture is a bleak one. Over the past quarter century, achievement has stagnated, dropouts and aliteracy have grown, and large minority achievement gaps have persisted. The quality of student learning remains poor. School changes, stratified by class and race, have constricted instruction and harmed students and teachers. NCLB has made things worse, not better. Even in the two areas where the movement has achieved some success—lower grade math achievement and high school academic enrollments—the gains were largely superficial, other forces such as teaching-to-the-test and social promotion contributed, and serious deficiencies remain.In the second paper, “Why the Standards Movement Failed,” I examine the educational and political reasons for the failure—including its misconstruction of pedagogy and links to the neoliberal reform project—and propose a progressive alternative.__._,_.___