The Alignment of Standards and 21st Century Literacy.
At the beginning of the 1990's the United States made a move towards a standards-based education driven by the perception that the American education system was losing ground internationally, and that it must be drastically reformed in order to provide a competitive 21st century workforce. After twe...
| Published in: | International Journal of the Humanities Vol. 9; no. 2; pp. 157 - 171 |
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| Main Authors: | , |
| Format: | Article |
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Common Ground Research Networks
2011
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=91797548&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 91797548 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 15IH jtl: International Journal of the Humanities maglogo: N pubinfo: dt: 2011 vid: 9 iid: 2 pid: 22359 pub: Common Ground Research Networks artinfo: ui: 91797548 ppf: 157 ppct: 14 formats: fmt: @attributes: type: P size: 403KB tig: atl: The Alignment of Standards and 21st Century Literacy. aug: au: Villanueva, Alison Fox, Elizabeth affil: Teachers College, Columbia University, New York, USA su: Common Core State Standards Race to the Top (Education) Twenty-first century Labor supply Education policy Economic competition United States sug: subj: United States Common Core State Standards Race to the Top (Education) Twenty-first century Labor supply Education policy Economic competition keyword: 21st Century Assessments Common Core Standards New Literacies Race to the Top ab: At the beginning of the 1990's the United States made a move towards a standards-based education driven by the perception that the American education system was losing ground internationally, and that it must be drastically reformed in order to provide a competitive 21st century workforce. After twenty years however, a "standards-based accountability system" has been replaced with a "test based accountability system " that is far from representing the common standards (Forgione & Doorey, 2010). After years of implementing standardized tests, it is clear that these tests assess student knowledge and understanding at basic levels and rarely give a full picture of what a student can academically do. State and national policy makers, educators, industry and business leaders agree that because of globalization, the American workforce must become better prepared to compete internationally. Most also agree that there needs to be a sea change in the American educational system to adequately prepare the American labor force (Tough, 4). The need and opportunity for such a change is at hand. Legislation on both the national and state levels, motivated by "Race to the Top" is reshaping education, challenging unions (New York Times, 1) and revisiting both standards and assessment. We recommend a new work group, comprised of representatives from a broad range of stakeholders who do not have direct economic ties to the current standards and assessment industry. This new workgroup would be charged with developing common standards and assessments that are firmly based in a critical/multi-literacy definition of reading, and are more likely to create the changes in instruction that will prepare our young people to succeed in college and in the workplace. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of the Humanities is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of the Humanities holder: Common Ground Research Networks dt: @attributes: year: 2011 holdings: @attributes: islocal: N |
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