Advancing the Advancing the Literacy of Literacy of

Adolescents Adolescents Andrés Henríquez Andrés Henríquez

Carnegie Corporation of New YorkCarnegie Corporation of New York

Interagency Coordinating Council on Interagency Coordinating Council on Youth Youth

February 19, 2008February 19, 2008

Overview of presentationOverview of presentation

Our nation’s skills gapOur nation’s skills gap College Knowledge…what will it take?College Knowledge…what will it take? Middle childhood and adolescents and Middle childhood and adolescents and

literacy--our need to ramp upliteracy--our need to ramp up Types of activities supported by Types of activities supported by

Carnegie Corporation of NY to support Carnegie Corporation of NY to support this effortthis effort

Ways in which a whole-child approach Ways in which a whole-child approach is necessary to support young people is necessary to support young people through middle schoolthrough middle school

Teaching the New Basic Teaching the New Basic SkillsSkills

Urgent Over Ten Years Urgent Over Ten Years Ago…Ago…““Fifteen years ago, a U.S. High School Fifteen years ago, a U.S. High School

diploma was a ticket to the middle diploma was a ticket to the middle class. No longer. The skills required class. No longer. The skills required to earn a decent income have to earn a decent income have changed radically. The skills taught changed radically. The skills taught in most U.S. Schools have not.” in most U.S. Schools have not.”

-Richard Murnane and Frank -Richard Murnane and Frank Levy (1996)Levy (1996)

That quality work force was the single That quality work force was the single biggest reason the U.S. emerged as the biggest reason the U.S. emerged as the economic superpower of the 20th economic superpower of the 20th century. Generation after generation, century. Generation after generation, American workers were better educated, American workers were better educated, more industrious and more innovative more industrious and more innovative than the ones that came before.than the ones that came before.

That progress stopped about 30 years That progress stopped about 30 years ago. ago. The percentage of young Americans The percentage of young Americans completing college has been stagnant for completing college has been stagnant for a generation. As well-educated boomers a generation. As well-educated boomers retire over the next decades, the quality retire over the next decades, the quality of the American work force is likely to of the American work force is likely to decline.decline.

-David Brooks, -David Brooks, New York TimesNew York Times 2.15.082.15.08

But Even More Urgent But Even More Urgent NowNow

College Knowledge College Knowledge

and Skillsand Skills In order for our nation to remain competitive:

Our nation will need to raise achievement levels of our young people substantially and improve their knowledge and skills in order to be well prepared to enter and complete college

A Surge in College Readiness: College readiness includes the culture of schools, habits of mind and attitudes that will encourage young people to be geared toward college going

The challenge is significant: Many young people entering high school are not yet prepared academically for the rigor of high school work

Middle Childhood and Middle Childhood and Adolescent LiteracyAdolescent Literacy

We have the tools to teach children how We have the tools to teach children how to read but we have not made progress to read but we have not made progress on teaching kids how to “read to learn”on teaching kids how to “read to learn”

““44thth Grade Slump” noted reading Grade Slump” noted reading scholar, Jeanne Chall, concerned with scholar, Jeanne Chall, concerned with dip after fourth gradedip after fourth grade

Reading expectations increase for Reading expectations increase for young people in amount and complexity young people in amount and complexity each yeareach year

Trends in average reading scale scores: 1971–2004

NAEP 2003/NAEP 2003/2007 2007 Grade 8 Grade 8 ReadingReading

Race/EthRace/Eth < Basic< Basic BasicBasic ProficienProficientt

AdvancedAdvanced

WhiteWhite 17/17/1717 42/42/4242 37/37/3838 4/4/33

BlackBlack 46/46/4646 41/41/4141 12/12/1212 1/1/##

HispanicHispanic 44/44/4343 41/41/4242 15/15/1414 1/1/11

Asian/PacAsian/Pac 21/21/2121 39/39/3434 35/35/4040 5/5/55

AmerInd/AmerInd/AlaskaAlaska

43/43/4242 40/40/3737 16/16/1919 1/1/22

NAEP 2003/NAEP 2003/2007 2007 Grade 8 Grade 8 ReadingReading

Race/EthRace/Eth < Basic< Basic BasicBasic ProficienProficientt

AdvancedAdvanced

WhiteWhite 17/17/1717 42/42/4242 37/37/3838 4/4/33

BlackBlack 46/46/4646 41/41/4141 12/12/1212 1/1/##

HispanicHispanic 44/44/4343 41/41/4242 15/15/1414 1/1/11

Asian/PacAsian/Pac 21/21/2121 39/39/3434 35/35/4040 5/5/55

AmerInd/AmerInd/AlaskaAlaska

43/43/4242 40/40/3737 16/16/1919 1/1/22

What Happens When What Happens When Individuals Do Not “Read to Individuals Do Not “Read to

Learn”Learn” Limited learning in other areas (science, Limited learning in other areas (science,

history, mathematics)history, mathematics) Decreased self-esteem and motivationDecreased self-esteem and motivation Limited potential for higher educationLimited potential for higher education Remediation in community colleges increases Remediation in community colleges increases

chances of dropping outchances of dropping out Limited vocational options and job Limited vocational options and job

opportunitiesopportunities 50% of companies find that workers have deficits 50% of companies find that workers have deficits

in reading and writingin reading and writing 70% of unemployed Americans, aged 25 to 70% of unemployed Americans, aged 25 to

65, read at the two lowest literacy levels 65, read at the two lowest literacy levels (NCES, 2007)(NCES, 2007)

So What’s Going on in So What’s Going on in Middle Schools?Middle Schools?

Young people shifting to new environmentsYoung people shifting to new environments Content area teachers don’t see themselves as Content area teachers don’t see themselves as

literacy instructorsliteracy instructors Students lose interest and motivation in reading Students lose interest and motivation in reading

and in school and are less likely to read for and in school and are less likely to read for pleasurepleasure

Assumption among teachers that kids already Assumption among teachers that kids already know “how to read”know “how to read”

Preparing young people for high-level complex text Preparing young people for high-level complex text is not a priority in schoolsis not a priority in schools

Research is inconclusive about which structure of Research is inconclusive about which structure of middle school (6-8 vs. K-8) works bestmiddle school (6-8 vs. K-8) works best

Parent engagement drops off substantiallyParent engagement drops off substantially

Complex Issue Complex Issue Exacerbated by..Exacerbated by..

Funding for literacy is clustered in Funding for literacy is clustered in Pre-K through 3Pre-K through 3rdrd grades grades

Shift from expository text in the Shift from expository text in the fourth gradefourth grade

Teachers in middle and high school Teachers in middle and high school are good teachers of content, but are are good teachers of content, but are challenged when asked to teaching challenged when asked to teaching reading skillsreading skills

NASSP (2006)

Social

Emotional

Intellectual

Physical

What Else is Going On ?What Else is Going On ?

Emotional

Experience mood swings

Need to release energy

Are seeking to become independent

Intense concern about physical growth and maturity

Social

Strong needs to be in groups

Are in search of self

Overreact to ridicule, embarrassment, and rejection

Exhibit immature behavior

Physical

Experience restlessness and fatigue Have poor eating habits Develop sexual awareness

Intellectual

Transition period from concrete thinking to abstract thinking Intensely curious and inquisitive Prefer active over passive learning

Social

Emotional

IntellectualPhysical

Carnegie’s Advancing Carnegie’s Advancing Literacy InitiativeLiteracy Initiative

Put adolescent literacy on the nation’s Put adolescent literacy on the nation’s agenda through strategic grant agenda through strategic grant making in research, policy and making in research, policy and practice.practice.

OutcomesOutcomes Increased funding in a number of states for Increased funding in a number of states for

adolescent literacy;adolescent literacy; Striving Readers Legislation is planned the Striving Readers Legislation is planned the

reauthorization of NCLBreauthorization of NCLB A number of schools of education are now A number of schools of education are now

paying more attention to literacy as a paying more attention to literacy as a developmental issuedevelopmental issue

A Focus on Reading and A Focus on Reading and WritingWriting

Reading Next and Writing Next:Reading Next and Writing Next: Two reports that have shaped policy Two reports that have shaped policy and practice in adolescent reading and practice in adolescent reading and writingand writing

Carnegie Corporation’s Carnegie Corporation’s Advancing Literacy Advancing Literacy

Program: A few good ideasProgram: A few good ideas Double the WorkDouble the Work: Challenges and : Challenges and

Solutions to Acquiring Language and Solutions to Acquiring Language and Academic Literacy for Adolescent Academic Literacy for Adolescent English Language Learners (Short & English Language Learners (Short & Fitzsimmons)Fitzsimmons)

Carnegie Corporation’s Carnegie Corporation’s Advancing Literacy Advancing Literacy

Program: A few good ideasProgram: A few good ideas Reading to Achieve:Reading to Achieve: A governor’s A governor’s

guide to adolescent literacy (Berman guide to adolescent literacy (Berman & Biancarosa) & Biancarosa)

Carnegie Corporation’s Carnegie Corporation’s Advancing Literacy Advancing Literacy

Program: A few good ideasProgram: A few good ideas The Next Chapter:The Next Chapter: A School Board A School Board

Guide to Improving Adolescent Guide to Improving Adolescent Literacy Literacy

Carnegie Corporation’s Carnegie Corporation’s Advancing Literacy Advancing Literacy

Program AlsoProgram Also Funded a number of states to begin to Funded a number of states to begin to

develop K-12 literacy plansdevelop K-12 literacy plans Have worked with National Center for Have worked with National Center for

Family Literacy and others to encourage Family Literacy and others to encourage parent engagement and adolescent literacyparent engagement and adolescent literacy

Encourage development of tools for English Encourage development of tools for English language learnerslanguage learners

Technology tools for reading on the InternetTechnology tools for reading on the Internet Developed the infrastructure for the Developed the infrastructure for the

adolescent literacy field by supporting adolescent literacy field by supporting young scholars and preservice institutionsyoung scholars and preservice institutions

Biancarosa & Snow (2004)

Key Elements in Program Key Elements in Program Designs to Improve Designs to Improve Adolescent LiteracyAdolescent Literacy

Instructional ImprovementsInstructional Improvements

1.1. Direct explicit Direct explicit Comprehension instructionComprehension instruction

2.2. Effective instructional Effective instructional principles embedded in principles embedded in contentcontent

3.3. Motivation and self directionMotivation and self direction4.4. Text-based collaborative Text-based collaborative

learninglearning5.5. Strategic tutoringStrategic tutoring6.6. Diverse textsDiverse texts7.7. Intensive writingIntensive writing8.8. A technology componentA technology component9.9. Ongoing formative Ongoing formative

assessmentassessment

Infrastructure Infrastructure ImprovementsImprovements

10.10. Extended time for Extended time for learninglearning

11.11. Professional developmentProfessional development12.12. Ongoing summative Ongoing summative

assessment of students assessment of students and programsand programs

13.13. Teacher teamsTeacher teams14.14. LeadershipLeadership15.15. A comprehensive and A comprehensive and

coordinated literacy coordinated literacy programprogram

What else needs to take What else needs to take placeplace

Set middle school benchmarks that would Set middle school benchmarks that would ensure students are ready for high schoolensure students are ready for high school

Repair the leaks in the 4Repair the leaks in the 4thth -9 -9thth grade grade pipelinepipeline

We have the capability to identify dropouts as early We have the capability to identify dropouts as early as 4as 4thth grade. Early and continuous support for grade. Early and continuous support for struggling studentsstruggling students

Focus and support youngsters in Focus and support youngsters in transitions from elementary to middle transitions from elementary to middle school and middle school and high schoolschool and middle school and high school

Other issuesOther issues Prepare habits of mind, skills and academic Prepare habits of mind, skills and academic

behaviors for college readiness in middle schoolbehaviors for college readiness in middle school Parent engagement could help articulate what’s Parent engagement could help articulate what’s

necessary for college preparationnecessary for college preparation Need to increase the complex reading materials Need to increase the complex reading materials

into high school coursesinto high school courses Support Support Success in the MiddleSuccess in the Middle Act: Bill Act: Bill

introduced by Senators Obama, Reed and introduced by Senators Obama, Reed and Grijalva to strengthen nation’s middle schools.Grijalva to strengthen nation’s middle schools.

Collaborative efforts such as the Interagency Collaborative efforts such as the Interagency Coordinating Council on Youth (ICC) could help Coordinating Council on Youth (ICC) could help in working with the whole childin working with the whole child

The requisite websiteThe requisite website

www.carnegie.org/literacywww.carnegie.org/literacy

Andrés HenríquezAndrés Henríquez

ReferencesReferencesACT, Inc (2006). Reading between the lines: What the ACT reveals ACT, Inc (2006). Reading between the lines: What the ACT reveals

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Action and Research in Middle and High School. Washington, DC. Action and Research in Middle and High School. Washington, DC. Alliance for Excellent Education.Alliance for Excellent Education.

Brooks, D. (2008, February 15). Fresh conservatism. Brooks, D. (2008, February 15). Fresh conservatism. The New York The New York TimesTimes. Section A1, pp. A23.. Section A1, pp. A23.

Conley, D. T. (2007). Toward a more comprehensive conception of Conley, D. T. (2007). Toward a more comprehensive conception of college readiness. Eugene, OR. Educational Policy Improvement college readiness. Eugene, OR. Educational Policy Improvement Center.Center.

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National Association of Secondary School Principals (2006). National Association of Secondary School Principals (2006). Breaking ranks in the middle: Strategies for leading middle level Breaking ranks in the middle: Strategies for leading middle level reform.reform.