How Common Core ELA Standards Place College Readiness at Risk

7/28/2019 How Common Core ELA Standards Place College Readiness at Risk

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No.89September2012

How Common CoresELA Standards Place

College Readinessat RiskA Pioneer Institute White Paper

by Mark Bauerlein and Sandra Stotsky


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Pioneers Mission

Pioneer Institute is an independent, non-partisan, privately funded research organization that seeks

to improve the quality of life in Massachusetts through civic discourse and intellectually rigorous, data-

driven public policy solutions based on free market principles, individual liberty and responsibility,and the ideal of effective, limited and accountable government.

Pioneers Centers

This paper is a publication of the Center for School Reform, which seeks to increase the education

options available to parents and students, drive system-wide reform, and ensure accountability

in public education. The Centers work builds on Pioneers legacy as a recognized leader in the

charter public school movement, and as a champion of greater academic rigor in Massachusetts

elementary and secondary schools. Current initiatives promote choice and competition, school-

based management, and enhanced academic performance in public schools.

The Center for Better Government seeks limited, accountable government by promoting

competitive delivery of public services, elimination of unnecessary regulation, and a focus on core

government functions. Current initiatives promote reform of how the state builds, manages, repairs

!"#$%"!"&'($)*($*+!"(,-+*!*)-"$!(('*($!($.'//$!($,01/)&$'2,/-3''$1'"'%*$+'4-+25

The Center for Economic Opportunity seeks to keep Massachusetts competitive by promoting a

healthy business climate, transparent regulation, small business creation in urban areas and sound

environmental and development policy. Current initiatives promote market reforms to increase the

(0,,/3$-4$!44-+#!1/'$6-0()"7, reduce the cost of doing business, and revitalize urban areas.

The Center for Health Care Solutionsseeks to refocus the Massachusetts conversation about health

care costs away from government-imposed interventions, toward market-based reforms. Current

initiatives include driving public discourse on Medicaid presenting a strong consumer perspective

!($*6'$(*!*'$&-"()#'+($!$#+!2!*)&$-8'+6!0/$-4$*6'$6'!/*6$&!+'$,!32'"*$,+-&'((9$!"#$(0,,-+*)"7$

thoughtful tort reforms.

Pioneer Institute is a tax-exempt 501(c)3 organization funded through the donations of individuals, foundations and

businesses committed to the principles Pioneer espouses. To ensure its independence, Pioneer does not accept

government grants.


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Mark Bauerlein

Sandra Stotsky

Contents

Executive Summary 1

Purpose and Overview 3

Section I. Does College Readiness Depend on Informational Reading

in the English Class? 4

Section II. Unwarranted Division of Reading Instructional Time 7

Section III. The Presence and Absence of Literary Study in Common Core 10

Section IV. How to Increase College Readiness and Analytical Thinking

in the English Class 15

Section V. Policy Recommendations 17

Section VI. Conclusions 19

About the Authors 22

Endnotes 23

Appendix A 25

Appendix B 27

Appendix C 29

Appendix D 33

Appendix E 36

How Common CoresELA Standards PlaceCollege Readinessat Risk


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1

How Common Cores ELA Standards Place College Readiness at Risk

Executive Summary

Our aim in this paper is to convince state and

local education policy makers to do two things:

!" #$" %&'()*+,%" -$&&$." -$/%0*" %1+*2+.3"

literary-historical standards, requiring

English departments and English teachers

to begin with them as they redesign their

secondary English curricula.

!" #$" )44" ).4" '/+$/+2+,%" )" .%5" 6+2%/)/78

historical standard of their own along

the lines of Demonstrate knowledge of

9:62:/)667" +&'$/2).2"):2($/*").4;$/"2%12*"+."

British literature from the Renaissance to

Modernism.

" 2(%*%"

actions follow its injunction that, apart from

certain critical content for all students, including:

classic myths and stories from around the world,

?&%/+9)0*" "-$&&$."-$/%"

)*D*" *2)2%" ).4" 6$9)6" $=E9+)6*" 2$" *:''6%&%.2" +2*"

/%F:+/%&%.2*" 5+2(" 2(%+/" $5.A" " C2" )6*$" %1'%92*"them to help students systematically acquire

D.$56%43%" +." 6+2%/)2:/%AB" " #(+*" ')'%/" %1'6)+.*"

why the two priorities spelled out above are

necessary if we seek to use the English curriculum

to increase college readiness and the capacity for

analytical thinking in all students.

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readiness will likely decrease when the secondary

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or informational reading and reduces the study of

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/%)4+.3"*2).4)/4*"+*":.5)//).2%4A""-$&&$."-$/%"

itself provides no evidence to support its promise

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reading in the English class will make all

students ready for college-level coursework. In

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G7"-$&&$."-$/%" +2*%6=>"'/$I+4%".$"*:''$/2"=$/"

-$&&$."-$/%0*"4+I+*+$."$="+2*"/%)4+.3"*2).4)/4*"

into ten for information and nine for literature at

all grade levels. Nor do they provide a research

base for the percentages NAEP uses for its/%)4+.3" 2%*2*A" -$&&$." -$/%0*" )/9(+2%92*" ()I%"

inaccurately and without warrant applied NAEP

percentages for passage types on its reading

tests to the English and reading curriculum,

misleading teachers, administrators, and test

developers alike.

#(%"')'%/"'/$9%%4*"5+2(")"4%2)+6%4"4%*9/+'2+$."$="

5()2"+*"'/%*%.2").4"5()2"+*"&+**+.3"+."-$&&$."

-$/%0*" 6+2%/)2:/%" *2).4)/4*A" #(%" 4%E9+%.9+%*"

+." -$&&$." -$/%0*" 6+2%/)2:/%" *2).4)/4*" ).4"

+2*" &+*'6)9%4" *2/%**" $." 6+2%/)/7" .$.E92+$." $/"informational reading in the English class

/%L%92" 2(%"6+&+2%4"%1'%/2+*%"$=" -$&&$."-$/%0*"

)/9(+2%92*" ).4" *'$.*$/+.3" $/3).+,)2+$.*A" C2*"

secondary English language arts standards were

not developed or approved by English teachers

and humanities scholars, nor were they research-

based or internationally benchmarked.

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passage selection can guide construction of state-

*'%9+E9"2%*2*"2$"%.*:/%"2()2")66"*2:4%.2*>".$2"N:*2"

an elite, study a meaningful range of culturally).4" (+*2$/+9)667" *+3.+E9).2" 6+2%/)/7" 5$/D*" +."

high school. Such tests can promote classroom

efforts to develop in all students the background

knowledge and quality of analytical thinking that

authentic college coursework requires.

-$&&$."-$/%"G%6+%I%*"2()2"&$/%"+.=$/&)2+$.)6"

readings in high school will improve college

readiness, apparently on the sole basis that

students in college read mostly informational

2%12*>".$2"6+2%/)/7"$.%*A"M%"D.$5"$=".$"/%*%)/9(>"

however, to support that faith. Rather, thehistory of college readiness in the 20th century

suggests that problems in college readiness stem

from an incoherent, less-challenging literature

curriculum from the 1960s onward. Until that

time, a literature-heavy English curriculum was

understood as precisely the kind of pre-college

training students needed.


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2

Pioneer Institute for Public Policy Research

#(%" 9(+%=" '/$G6%&" 5+2(" )" OP;OP" 4+I+*+$." $="

reading instructional goals in English language

)/2*"+*"+2*"6)9D"$=")."%&'+/+9)6"/)2+$.)6%A"J?HK0*"

division of passage types is based on estimatesof the kinds of reading students do in and outside

$="*9($$6A"J?HK"%1'/%**67"4%.+%*"2()2"+2*"3/)4%"

12 reading tests assess the English curriculum,

especially since it has (deliberately) never

)**%**%4"4/)&)A""Q$/%$I%/>"2(%"OP;OP"4+I+*+$."+."

grades 6-12 makes English teachers responsible

for informational reading instruction, something

they have not been trained for, and will not be

trained for unless the entire undergraduate English

major as well as preparatory programs in English

education in education schools are changed.

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tests must be based on state standards. Since

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Standards for Reading are mainly generic reading

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for a secondary literature curriculum addressing

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5+2(").7"$="-$&&$."-$/%0*"HS?"*2).4)/4*A"

Otherwise, state and local policy makers will*%%"2(%"I%/7"'/$G6%&*"+."/%)4+.3"2()2"-$&&$."

-$/%")+&%4"2$"/%&%47"5$/*%.A"#(%")9(+%I%&%.2"

gap will persist or widen; while high-achieving

students in academically-oriented private and

suburban schools may receive rich literary-

historical instruction, students in the bottom two-

thirds of our student population with respect to

achievement, especially those in low-performing

schools, will receive non-cumulative, watery

training in mere reading comprehension.


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3


Purpose and Overview

Our aim in this paper is to convince state and

local education policy makers to do two things:

!" #$" %&'()*+,%" -$&&$." -$/%0*" %1+*2+.3"

literary-historical standards, requiring English

departments and English teachers to begin

with them as they redesign their secondary

English curricula.

!" #$" )44" ).4" '/+$/+2+,%" )" .%5" 6+2%/)/78

historical standard of their own along

the lines of Demonstrate knowledge of

9:62:/)667" +&'$/2).2"):2($/*").4;$/"2%12*"+."

British literature from the Renaissance to

Modernism.

" 2(%*%"

actions follow its injunction that, apart from

certain critical content for all students, including:

classic myths and stories from around the world,

?&%/+9)0*" "-$&&$."-$/%"

)*D*" *2)2%" ).4" 6$9)6" $=E9+)6*" 2$" *:''6%&%.2" +2*"

requirements with their own (what content*($:64"G%"2):3(2BUA"C2")6*$"%1'%92*"2(%&"2$"(%6'"

students systematically acquire knowledge in

6+2%/)2:/%AB" #(+*" ')'%/" %1'6)+.*" 5(7" 2(%" 25$"

priorities spelled out above are necessary if we

as a nation seek to use the English curriculum to

increase college readiness and the capacity for

analytical thinking in all students.

Q$*2"$="2($*%" I$2+.3" 2$")4$'2"-$&&$."-$/%0*"

standards may well have thought that English

coursework in the high school was being

*2/%.32(%.%4" G7" -$&&$." -$/%A" -$&&$."-$/%>"($5%I%/>"()*".%I%/"96)+&%4"2$"*2/%.32(%."

either the high school English curriculum or

requirements for a high school diploma; it simply

claims to make all students college-ready.

As our paper argues, it fails to ensure that goal,

and we urge state and local policy makers to

bolster their literature standards and reading

requirements before it becomes too costly to

/%')+/"2(%"4)&)3%"2()2"-$&&$."-$/%"+*")6/%)47"

doing to the secondary English curriculum,

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concluding section.

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readiness will likely decrease when the secondary

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or informational reading and reduces the study

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M%" 2(%."*($5"2()2"-$&&$."-$/%0*"4+I+*+$." $="

its reading standards into ten for information

and nine for literature at all grade levels is

:.5)//).2%4A" "-$&&$."-$/%"+2*%6="'/$I+4%*".$"

evidence to support its promise that more literary

.$.E92+$."$/"+.=$/&)2+$.)6"/%)4+.3"+."2(%"H.36+*("class will make all students ready for college-level

coursework. In addition, reading frameworks for

the National Assessment of Educational Progress

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'/$I+4%".$"*:''$/2"=$/"-$&&$."-$/%0*"4+I+*+$."

of its reading standards. Nor do they provide a

research base for the percentages NAEP uses for

+2*"/%)4+.3"2%*2*A"-$&&$."-$/%0*")/9(+2%92*"()I%"

inaccurately and without warrant applied NAEP

percentages for passage types on its reading tests

to the English and reading curriculum, misleading

teachers, administrators, and test developers

alike.

At the core of this paper is a detailed description

$="5()2"+*"'/%*%.2").4"5()2"+*"&+**+.3"+."-$&&$."

-$/%0*" 6+2%/)2:/%" *2).4)/4*A" #(%" 4%E9+%.9+%*"

+." -$&&$." -$/%0*" 6+2%/)2:/%" *2).4)/4*" ).4"

+2*" &+*'6)9%4" *2/%**" $." 6+2%/)/7" .$.E92+$." $/"

informational reading in the English class2

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).4" *'$.*$/+.3" $/3).+,)2+$.*A" -$&&$." -$/%0*"

secondary English language arts standards were

not developed or approved by English teachers

and humanities scholars, nor were they research-

based or internationally benchmarked.

M%"9$.96:4%"G7"*($5+.3"($5"J?HK0*"9/+2%/+)"=$/"

passage selection can guide construction of state-

*'%9+E9"2%*2*"2$"%.*:/%"2()2")66"*2:4%.2*>".$2"N:*2"

an elite, study a meaningful range of culturally


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4


).4" (+*2$/+9)667" *+3.+E9).2" 6+2%/)/7" 5$/D*" +."

high school. Such tests can promote classroom

efforts to develop in all students the background

knowledge and quality of analytical thinking thatauthentic college coursework requires.

Section I: Does College Readiness

Depend on Informational Reading

in the English Class?

We are not aware of any research showing that

college readiness depends on any percentage of

+.=$/&)2+$.)6" /%)4+.3" +." 2(%" H.36+*(" 96)**>" OP"

'%/9%.2"$/").7"$2(%/"'/$'$/2+$.A""#$"2(%"9$.2/)/7>"

the relevant information we can locate prompts

us to look elsewhere for reasons why largenumbers of high school students in this country

fail to respond successfully to the challenges of

(+3(%/"%4:9)2+$.A"#$"&)D%"$:/"9)*%>"5%"9$.*+4%/"

2(%"'/$E6%"$="2(%"(+3("*9($$6"H.36+*("9://+9:6:&"

since 1900, the increase in incoherent, less

challenging secondary literature curricula from

the 1960s onward, and the focus of the 1997

).4"WPPX"Q)**)9(:*%22*"H.36+*("S).3:)3%"?/2*"

-://+9:6:&""G$2("$="5(+9("

convened in the 1890s to work out uniform

/%F:+/%&%.2*"=$/"9$66%3%"%.2/).9%A"#(%+/"5$/D"6%4"

to the development of syllabi in English and other

subjects that came to be used in public as well

)*" '/+I)2%" *9($$6*A" #(%" H.36+*(" *766)G+" :.+2%4"

literary study with composition and rhetoric, twosubjects that had long been in the curriculum,

although rhetoric was later removed from the

English curriculum and often taught as part of a

course in public speaking.

#(%" *766)G+" 4%I%6$'%4" =$/" (+3(" *9($$6" H.36+*("

classes hastened the evolution of literary content

=/$&"96)**+9)6"5$/D*"2$"9(+%L7"Y/+2+*("6+2%/)2:/%A"

By including some relatively contemporary

British works, these syllabi helped to establish

6+2%/)/7"*2:47")*")" *+3.+E9).2" ')/2" $=")"&$4%/."

high school subject that could satisfy college%.2/).9%" /%F:+/%&%.2*" V)*" Z/%%D>" S)2+.>" ).4"

&)2(%&)2+9*" 9$.2+.:%4" 2$" 4$UA" " #(%*%" *766)G+"

+.L:%.9%4"2(%"(+3("*9($$6"H.36+*("9://+9:6:&"=$/"

almost all students until well after World War II.3

At no time was the focus on literary study in the

English classroom considered an impediment to

admission to a college; to the contrary, it was seen

as an academic necessity. Or, to put it another

way, at no time did any college recommend

a reduction in the literature taught in the high

school English class, or an increase in other types

of readings, as a way to prepare students more

effectively for college.

(2) An increasingly incoherent and less

challenging high school literature curriculum

from the 1960s onward.

In spite of the massive amount of money (public

and private) poured into the K-12 educational

*7*2%&" *+.9%" X[\O>" 5(%." 2(%" H6%&%.2)/7"

and Secondary Education Act (ESEA) was

E/*2" ):2($/+,%4>" )9)4%&+9" /%*:62*" ()I%" G%%."

consistently disappointing. In the area ofEnglish language arts, efforts to improve student

performance have been undermined by a gradually

weakening secondary English curriculum for the

large middle-third of our student population with

respect to performance. As a result, remedial

coursework at post-secondary public institutions

()*"%1'6$4%4>")G%22%4"G7"6$5"$/"$'%.")4&+**+$.*"

requirements. Overall, the system has become

47*=:.92+$.)6>").4"2(%"4/$'$:2"/)2%"=$/"E/*287%)/"

students who need remediation is sky-high. As

Michael Kirst has sagely observed, the placement

tests given to incoming freshmen in reading,writing, and mathematics in post-secondary

public institutions are the real high-stakes tests in

this country.4

R2/:92:/)6"9().3%*"=/$&"2(%"X[OP*"$."V2(%"G/%)D8

up of the year-long high school English class,

the proliferation of semester electives, and the

conversion of junior high schools to middle


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5


schools) were accompanied by sweeping changes

in what students read (more contemporary, shorter

5$/D*]"6%**"4+=E9:62"5$/D*UAO"#(%"*2/:92:/)6").4"

content changes reduced the coherence and rigorof the literature/reading curriculum as well as

2(%"/%)4+.3"6%I%6"$="2%12G$$D*"+."$2(%/"*:GN%92*A"

?*"-$&&$."-$/%0*"?''%.4+1"?")9D.$56%43%*>"

Despite steady or growing reading demands

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)92:)667" 2/%.4%4" 4$5.5)/4" +." 4+=E9:627" +." 2(%"

last half-century (p. 3). Given this background,

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V5(%2(%/"$/".$2"+."2(%"=$/&"$="6+2%/)/7".$.E92+$.U"

=$/"&$/%"2()."OP"'%/9%.2"$="/%)4+.3"+.*2/:92+$.)6"

time in the secondary English class addresses the

failure of unready students to acquire adequate

reading and writing skills for college coursework.

(3) Where a stress on literary study is correlated

with high academic performance.

#(%"OP"'%/9%.2"4+I+*+$."5)*"96%)/67".$2".%%4%4"

in the one state where all groups of students

regularly made gains in the English language arts.

Indeed, in this one state, the English language arts

9://+9:6:&"5)*" *()'%4" G7"%1)9267" 2(%" 6+2%/)/78

(+*2$/+9)6"/+9(.%**"2()2"+*"2(/%)2%.%4"G7"-$&&$."

-$/%0*"*2).4)/4*A"#(%"*2)2%"+*"Q)**)9(:*%22*A""

#(%" Y)7" R2)2%0*" $5." H.36+*(" 6).3:)3%" )/2*"

curriculum framework, considered among the

best in the country, was strongly oriented to

6+2%/)/7"*2:47"V).4"+.96:4%4"6+2%/)/7".$.E92+$.UA"

C2*"&)N$/"*2/).4"5)*"2+26%4"T%)4+.3").4"S+2%/)2:/%"

V2(%" $2(%/" 2(/%%" 5%/%" S).3:)3%>" -$&'$*+2+$.>"

and Media), and it contained two appendices

with recommended authors sorted by educational

6%I%6"V.$5")99$&').7+.3"-$&&$."-$/%0*"HS?"

standards, adopted by the state board in 2010, as

')/2"$="2(%"XO"'%/9%.2"%12/)")66$5)G6%"G7"-$&&$."-$/%UA"#(%"^8`"6+*2*"()I%"G%%."I%22%4"/%3:6)/67"

by the editors of The Horn Book (the major

9(+64/%.0*" 6+2%/)2:/%" F:)/2%/67" +." 2(%" 9$:.2/7U"

using only literary quality as the criterion, and the

high school lists by numerous literary scholars.

#(%" %&'()*+*" $." 6+2%/)/7" *2:47"5)*" 2(%" +.2%.2"

of those who developed the document, and their

work met with the approval of the vast majority of

Bay State English teachers. Over the years (from

1997 to 2010), there was almost no criticism

of the original document (1997), the revisedversion (2001), or their literature standards by

anyone including the assessment development

committees, which met annually from 1997

onward to select passages and develop test items

=$/" 2(%" *2)2%0*" )..:)6" )**%**&%.2*" V5(+9(" 5%/%"

also considered the most rigorous in the country).

#(%" /%*:62*" 5%/%" +&'/%**+I%A" Q)**)9(:*%22*"

students achieved the highest average scores on

J?HK"/%)4+.3"2%*2*"=/$&"WPPO"$.5)/4"+."3/)4%"a"

).4"3/)4%"`A"#(%"'%/9%.2)3%"$="*2:4%.2*"%./$66%4"

in and passing Advanced Placement literatureand language courses remains among the highest

in the country.

When the Department of Elementary and

R%9$.4)/7" H4:9)2+$." *:/I%7%4" 2(%" *2)2%0*"

H.36+*(" ).4" /%)4+.3" 2%)9(%/*" +." WPP[" 2$" E.4"

out if there were any changes they would

recommend for another routine revision of the

curriculum framework, less than 30 people in

the state bothered to send in comments, only a

few of whom were English teachers. At no point

4+4" 2(%" *2)2%0*" H.36+*(" 2%)9(%/*>" )*" )" 3/$:'" $/"individually, suggest to the Board of Education

that a reduction in literary study or an increase in

informational reading in the high school English

class would make Bay State students better

prepared for post-secondary education, whether

they were in regular comprehensive high schools

$/"2(%"*2)2%0*"&).7"/%3+$.)6"I$9)2+$.)6;2%9(.+9)6"

high schools.

(4) Why college readiness is increased by the

study of complex literary texts.

Q)**)9(:*%22*0" '%/=$/&).9%" &)/D*" )" *2/+D+.3"

4+*9$.E/&)2+$." $=" -$&&$." -$/%0*" %&'()*+*"

$."+.=$/&)2+$.)6"2%12A""#(%"=)92"2()2")"*2)2%"5+2("

literature-heavy standards and tests (about 60%

literary/ 40% informational as recommended

G7" 2(%" *2)2%0*" H.36+*(" 2%)9(%/*" 2(%&*%6I%*U"

produced high rates of college-ready graduates,

($5%I%/>"&)D%*"'%/=%92"*%.*%A"#(%"/%)*$."6+%*"+."


9/44

6


the very nature of college readiness as outlined

+.")"4$9:&%.2"9+2%4"):2($/+2)2+I%67"G7"-$&&$."

-$/%A"#(%"E/*2"')3%"$="?''%.4+1"?>" _T%*%)/9("

Supporting Key Elements of the Standards,&%.2+$.*" )" WPP\" ?-#" /%'$/2" 2+26%4" _T%)4+.3"

Y%25%%." 2(%" S+.%*>B"5(+9(" /%I+%5%4"?-#" 2%*2"

*9$/%*" ).4" 9$66%3%" /%)4+.%**" +." /%)4+.3A" #(%"

?''%.4+1"*:&&)/+,%*"?-#0*"9$.96:*+$.b

R:/'/+*+.367>" 5()2" 9(+%L7" 4+*2+.3:+*(%4"

the performance of those students who had

earned the benchmark score or better from

those who had not was not their relative

ability in making inferences while reading

or answering questions related to particular

cognitive processes, such as determiningmain ideas or determining the meaning of

5$/4*").4"'(/)*%*" +."9$.2%12A" " C.*2%)4>" 2(%"

96%)/%*2" 4+==%/%.2+)2$/" 5)*" *2:4%.2*0" )G+6+27"

2$").*5%/"F:%*2+$.*")**$9+)2%4"5+2("9$&'6%1"

2%12*A

?*"?-#"=$:.4>"(+3("*9($$6"*2:4%.2*"5($"*'%.4"

($:/*" /%)4+.3" 9$&'6%1" 2%12*"4$"G%22%/" +."'$*28

secondary education than students who read

9(+%L7"*+&'6%/"2%12*A"-/+2+9)6"2(+.D+.3")''6+%4"2$"

6$589$&'6%1+27"2%12*>"+2"9$.96:4%4>"+*"+.=%/+$/"2$"

9/+2+9)6"2(+.D+.3")''6+%4"2$"(+3(89$&'6%1+27"2%12*A"-$66%3%" /%)4+.%**" 4%'%.4*" $." *D+66*" 4%I%6$'%4"

2(/$:3(")''6+9)2+$."2$"9$&'6%1"2%12*A

c.=$/2:.)2%67>"-$&&$."-$/%"4/)5*" 2(%"5/$.3"

9$.96:*+$."=/$&"?-#0*"*2:47A"C2"96)+&*"2()2"2(%"

+&'$/2).9%"$=" 2%12" 9$&'6%1+27")/3:%*"=$/"=%5%/"

6+2%/)/7"2%12*"+."2(%"^8XW"9://+9:6:&A"S$3+9)667>"

($5%I%/>" +2" *($:64" )/3:%" =$/" &$/%" 9$&'6%1"

6+2%/)/7" 2%12*" +." 2(%" H.36+*(" 9://+9:6:&" $/" )"

3/%)2%/" .:&G%/" $=" 9$&'6%1" 6+2%/)/7" 2%12*>" .$2"

&$/%"+.=$/&)2+$.)6" 2%12*A" "?-#0*"4%6+.%)2+$."$="

2(%" =%)2:/%*"$="9$&'6%1" 2%12*"$." ')3%" d"$=" 2(%"report demonstrates why.6

-$&'6%1+27" +*" 6)4%." 5+2(" 6+2%/)/7" =%)2:/%*A"

?99$/4+.3" 2$" ?-#>" +2" +.I$6I%*" _9()/)92%/*>B"

literary devices, tone, ambiguity,

elaborate structure, intricate language, and

unclear intentions. Where is language more

intricate than in Modernist poems? Where is

structure more elaborate than in The Divine

Comedy and Ulysses? Where are interactions

among ideas and characters more involvedthan in a novel by George Eliot or Fyodor

@$*2$%I*D7e" C=" 9$&'6%1+27" 9$.2)+.*" *$" &:9("

6+2%/)/+.%**>"5(7"/%4:9%"6+2%/)/7"/%)4+.3e"#(%"9)*%"

of Massachusetts actually argues for elevating

6+2%/)/7" /%)4+.3*" 5%66" )G$I%" 2(%" OP" '%/9%.2"

thresholdat least to 60 percent and perhaps to

70 percent.

-$&&$." -$/%" 4$%*.02" )9D.$56%43%" 2(%"

6+2%/)/+.%**"$=" 2%12"9$&'6%1+27>"2($:3(A"" C.*2%)4>"

it provides a spurious rationale for reducing

the literary focus of the English classroom. Inthe section on Myths vs. Facts, in a probably

()*27"/%*'$.*%>"-$&&$."-$/%"2/+%*"2$")44/%**")"

reasonable concern of many English teachers

that they will have to teach the content of other

subjects.

Myth: English teachers will be asked to teach

science and social studies reading materials.

Fact:" M+2(" 2(%" -$&&$." -$/%" HS?"

Standards, English teachers will still teach

their students literature as well as literary

.$.8E92+$.A" f$5%I%/>" G%9):*%" 9$66%3%" ).4"career readiness overwhelmingly focuses

$."9$&'6%1"2%12*"$:2*+4%"$="6+2%/)2:/%>"2(%*%"

standards also ensure students are being

prepared to read, write, and research across

the curriculum, including in history and

*9+%.9%A" #(%*%" 3$)6*" 9)." G%" )9(+%I%4" G7"

ensuring that teachers in other disciplines are

also focusing on reading and writing to build

knowledge within their subject areas.

J$2%" 2()2" 2(%" E/*2" *%.2%.9%>" 5(+6%" )**:/+.3"

English teachers that they will still teach what2(%70I%"G%%."2/)+.%4"2$"2%)9(>"4$%*.02"+&'67"2()2"

2(%7"5+66"2%)9("6+2%/)2:/%"%I%."OP"'%/9%.2"$="2(%"

2+&%>".%I%/"&+.4"&$*2"$="2(%"2+&%A"#(%.".$2%"2(%"

)**:&'2+$."+."2(%".%12"25$"*%.2%.9%*"2()2".$2"$.67"

4$%*"/%)4+.3"6+2%/)2:/%").4"6+2%/)/7".$.E92+$.".$2"

develop college readiness (or much of it), but

2()2" +2" +*" )92:)667" 4%I%6$'%4" 2(/$:3(" 9$&'6%1"


10/44

7


2%12*"_$:2*+4%"6+2%/)2:/%B").4")'')/%.267"+."$2(%/"

*:GN%92*A" #()2" &%).*>" )99$/4+.3" 2$" -$&&$."

-$/%0*" )/9(+2%92*>" 2()2" )66" 2%)9(%/*>" +.96:4+.3"

English teachers, must teach reading and writingto build knowledge for college readiness. What

that knowledge is in English, though, we have

7%2"2$"E.4"$:2A

#(%/%" )/%" 25$" '/$G6%&*" 5+2(" 2(+*" /%)*$.+.3>"

$.%"'/)92+9)6").4"$.%" 2(%$/%2+9)6A"#(%"'/)92+9)6"

problem lies in the error of making one discipline

responsible for college readiness in several

4+*9+'6+.%*A" -$&&$." -$/%" &)7" 5).2" 2(%"

pressure to fall on teachers in other areas, too,

but the common tests in reading and English

will ensure that English teachers alone bear the)99$:.2)G+6+27" =$/" /%)4+.%**" +." /%)4+.3A" #$" 2%66"

English teachers that they will still teach their

*2:4%.2*"6+2%/)2:/%")*"5%66")*" 6+2%/)/7".$.E92+$.B"

is misleading. Once the results of reading-across-

the-curriculum college readiness tests come in,

reading assignments in the English class will

become ever-less-literary. Moreover, English

teachers are not secondary reading teachers;

English teachers have been trained to teach

literature, not reading across the curriculum.

#(%" 2(%$/%2+9)6" '/$G6%&" 6+%*" +." )**:&+.3" 2()2"*2:47+.3"6+2%/)/7" 2%12*"5+66" .$2"(%6'" *2:4%.2*"+."

2(%+/"9$&'/%(%.*+$."$=".$.86+2%/)/7"2%12*A"C."=)92>"

3+I%."2(%"(+3("4%3/%%"$="_6+2%/)/+.%**B"+."9$&'6%1"

2%12*" V)99$/4+.3" 2$"?-#U" ).4" 2(%" (+3(" 9$66%3%"

readiness of Massachusetts students, we assume

the opposite. One likely reason that strong literary

reading supports general college-readiness in

/%)4+.3" +*" 2()2"96)**+9"6+2%/)/7"2%12*" '$*%" *2/$.3"

challenges in vocabulary, structure, style,

)&G+3:+27>" '$+.2" $=" I+%5>" E3:/)2+I%" 6).3:)3%>"

and irony. In so doing, they build skills that can

)44/%**")"I)/+%27"$=".$.86+2%/)/7"9$&'6%1"2%12*A"

#(%"$.67"6$3+9)6"9$.96:*+$."$.%"9)."4/)5"=/$&"

?-#0*"/%'$/2").4"+2*"4%E.+2+$."$="9$&'6%1+27"+*"

2()2"*2:4%.2*".%%4"2$"/%)4"&$/%"9$&'6%1"6+2%/)/7"

works, not more informational ones, especially

not popular and relevant ones.

f$5" 4+4" 2(%" H.36+*(" 96)**" 3%2" +2*" 2/)4+2+$.)6"

content diminished and distorted in the name

of making students more ready for college in

general? A literature-heavy English curriculum,properly constructed, yields college-readiness

in reading better than an information-heavy

English curriculum. And we know of no research

showing otherwise.

Section II. Unwarranted Division of

Reading Instructional Time

#(%"/%4:92+$."$="6+2%/)/78(+*2$/+9)6"9$.2%.2"+."2(%"

*2).4)/4*"+*")".%9%**)/7"9$.*%F:%.9%"$="-$&&$."

-$/%0*" %&'()*+*"$." +.=$/&)2+$.)6"/%)4+.3A"#(%"

nine literature standards and ten informational*2).4)/4*" +." -$&&$." -$/%0*" 3/)4%86%I%6"

*2).4)/4*" =$/" /%)4+.3" '/$&$2%" )" OP;OP" *'6+2"

between literature and informational reading. At

2(%"*)&%"2+&%>"-$&&$."-$/%"+.4+9)2%*"2()2"2(%"

common tests in English language arts now being

developed at the high school level must match the

30/70 percentages on the NAEP grade 12 reading

test, and that English classes must teach more

+.=$/&)2+$.)6"/%)4+.3"$/"6+2%/)/7".$.E92+$."2()."

%I%/"G%=$/%A"C."%==%92>"-$&&$."-$/%"7$D%*"2(%"

English curriculum to a test of general readingability! And, in addition, to a test with arbitrary

percentages for types of reading that have no

basis in research or in informed professional

9$.*%.2>")*"5%"*()66"%1'6)+.A

NAEP never states that the percentages of types

$=" /%)4+.3" +." )" 9://+9:6:&" *($:64" /%L%92" 2(%"

percentages designed for a test. Aside from the

philosophy that a test should not dictate the content

$=")"9://+9:6:&>"2(%/%"+*"3$$4"/%)*$."=$/"J?HK0*"

silence on the matter. NAEP percentages at all

educational levels are merely estimates devisedG7")4I+*$/7"/%)4+.3"%1'%/2*").4"2%)9(%/*"$I%/"2(%"

years, based on the unremarkable observation

that most students do more informational than

literary reading in their school and out-of-school

/%)4+.3AB" J?HK0*" '%/9%.2)3%8%*2+&)2%*" ()I%"

regularly been approved by its governing board

and, for the 2009 reading framework for grade 12,

were apparently also approved by state reading


11/44

8


or assessment directors, according to Salinger et

al.7"S+2%/)/7"*9($6)/*>"H.36+*("4%')/2&%.2"9()+/*>"

English teachers, and literature specialists were

)'')/%.267".%I%/")*D%4"2$"%1)&+.%").4")''/$I%"them, most likely because, since its inception, the

grade 12 test had never been considered a test of

the high school literature curriculum.

C."WPPa>"J?HK0*"3$I%/.+.3"G$)/4")*D%4"?9(+%I%"

to review the reading framework recommended

G7" )" 9$&&+22%%" ):2($/+,%4" 2$" /%I+*%" 2(%"

=/)&%5$/D"+."'6)9%" *+.9%" X[[WA"#(%"9$&&+22%%"

had recommended a 40/60 distribution of

percentages, but Achieve recommended an

increase from 60 percent to 70 percent of the

informational passages on the grade 12 NAEPreading test and a decrease from 40 percent to

30 percent for the literary passages (20 percent

E92+$.>"EI%"'%/9%.2"'$%2/7>"EI%"'%/9%.2" 6+2%/)/7"

.$.E92+$.UA8"R%%"?''%.4+1"?"=$/"=:/2(%/"4%2)+6*"

on the process.

C2"+*"+&'$/2).2"2$".$2%"2()2"?9(+%I%0*"/%9$&&%.4%4"

percentages were not based on studies that had

F:).2+E%4" 2(%" )&$:.2" ).4" D+.4*" $=" /%)4+.3"

students did inside and outside high school. No

*:9(" *2:4+%*" %1+*2A" J$/" 5%/%" 2(%" '%/9%.2)3%*"

+.2%.4%4" 2$" /%L%92" 5()2" *2:4%.2*" )92:)667" /%)4"N:*2"+."2(%"H.36+*("96)**A"#(%7"9$:64.02A"#(%/%"+*"

no percentage for drama, for instance, because

NAEP has never assessed drama (on the grounds

that suitable portions of a play would be too long

for a test item). NAEP has steadfastly ignored the

fact that Massachusetts has regularly assessed

drama on its English language arts tests since

1998, and at all grade levels. Achieve, too, did

not recommend assessment of drama.

Keeping in mind that nearly all high school

literary reading takes place in English classes,5%" 9$.96:4%" 2()2" -$&&$." -$/%" 5).2*" =:2:/%"

high school English tests to assess informational

reading more heavily than literary reading--and

$.67"*$&%"D+.4*"$="6+2%/)/7"/%)4+.3A"@+4"-$&&$."

-$/%0*")/9(+2%92*".$2"D.$5")G$:2"2(%"6)9D"$="E2"

G%25%%."5()2"J?HK0*" 3/)4%" XW" 2%*2*" )**%**" +."

literature and what is typically taught in high

school English classes?

-$&&$." -$/%" '/%2%.4*" 2$" *$=2%." 2(%" G6$5" G7"

&)+.2)+.+.3" 2()2" 2(%" dP" '%/9%.2" E3:/%" +2" 2$$D"from the distribution of passages for the grade

12 NAEP reading test does not mean that

grades 9-12 English classes should teach 70

'%/9%.2" +.=$/&)2+$.)6" 2%12*A" C2" 3$%*" $." 2$" *)7"

2()2" 2(+*" dP" '%/9%.2" &:*2" /%L%92" +.=$/&)2+$.)6"

reading across the entire high school curriculum.

Nevertheless, this requirement inevitably affects

2(%"_4+*2/+G:2+$."$="2%12*B"$."2(%"9$66%3%"/%)4+.%**"

test for English language arts. As noted above,

dP"'%/9%.2"$="J?HK0*"(+3("*9($$6"/%)4+.3"2%*20*"

5%+3(2"/%*2*"$."+.=$/&)2+$.)6"/%)4+.3A"#(+*"9).02"

be interpreted in any other way.

#5$" F:%*2+$.*" +&&%4+)2%67" )/+*%A" " f$5" 5+66"

teachers in other subjects be held accountable

=$/"*$&%"'$/2+$."$="2(+*"dP"'%/9%.2e""f$5"&:9("

of that 70 percent will English teachers be held

)99$:.2)G6%" =$/e" XP" '%/9%.2e" " OP" '%/9%.2e" " \P"

'%/9%.2e" " -$&&$." -$/%" 4$%*.02" *)7>" ).4" +."

2(%" )G*%.9%" $="%1'6+9+2"'%/9%.2)3%*>" 5%"'/%4+92"

that it will fall entirely on the English class. It

is hard to imagine that low reading scores in a

school district will force grade 11 government/

history and science teachers to devote more timeto reading instruction. Instead, it is more likely

2()2"H.36+*("2%)9(%/*"5+66"G%"%1'%92%4"2$"4+&+.+*("

the number of their literary selections and align

readings with test proportions. In any case, so far

as we can tell at this point, English teachers are to

be held accountable for an unknown percentage

$="2(%"(+3("*9($$6"HS?"2%*2"$="9$66%3%").4"9)/%%/"

readiness.

!"#$%&$'()*+,-.*+&/$0&1$.$23423$5+6+)+&/$+/$*78$

classroom.

J?HK"4$%*.02"$:26+.%"+.*2/:92+$.)6"%1'%92)2+$.*"

for the English classroom or a school curriculum,

only the distribution of types of passages for a

test. See Figure 1. In pushing an instructional

match between passage types and readings

)**+3.%4"+."H.36+*(").4"$2(%/"96)**%*>"-$&&$."

-$/%"&+*9$.*2/:%*"2(%"':/I+%5"$="2(%"2%*2"+2*%6=A"

It also misreports a key percentage.


12/44

9


J?HK"*'%9+E9)2+$.*"*)7" 2()2" 6+2%/)/7".$.E92+$."

*($:64" )99$:.2" =$/" $.67"O"'%/9%.2"$=" 2(%" 3/)4%"

XW"2%*2>".$2"OP"'%/9%.2"$/"*$&%"'$/2+$."2(%/%$=A"

M(%/%"4+4"2(%")/9(+2%92*"$="-$&&$."-$/%0*"HS?"

*2).4)/4*" 3%2" 2(%" +4%)" 2()2" 6+2%/)/7" .$.E92+$."

belonged in the informational category? Where4+4" 2(%7" 3%2" 2(%" OP" '%/9%.2" 2%)9(+.3" 4+I+*+$."

=/$&e""M%"4$.02"D.$5A"K%/()'*"2(%7"2($:3(2"2()2"

2(%" OP;OP" 4+I+*+$." G%25%%." 27'%*" $=" ')**)3%*"

for the grade 4 tests was for the curriculum, and

2(%."%12%.4%4"J?HK0*"'%/9%.2)3%*"=$/")"3/)4%"a"

test to the entire public school curriculum. So

far, the architects have provided no rationale

%I%."=$/"$/3).+,+.3")"OP;OP"4+I+*+$."$="/%)4+.3"

standards in grades 6-12 between informational

2%12").4"6+2%/)2:/%>".%I%/"&+.4")"(%)I7"%&'()*+*"

$."6+2%/)/7".$.E92+$.A"

!9#$:+)18.5$)&(1-8$&0$*78$ ;34"$."2(%"WPPO"J?HK"

grade 12 reading test, is part of a pamphlet guide to

2(%"M)*(+.32$.>"@->"Q%2/$"*7*2%&]"+2"3%.%/)2%4"

such questions as According to the guide, how

6$.3")/%"Q%2/$G:*"2/).*=%/*"I)6+4eB"#(%"*%9$.4"

one, on the 2009 NAEP grade 12 reading test, is

a copy of a housing rental agreement, followed

by questions including According to the rental

)3/%%&%.2>"5()2"+*"2(%"E/*2")92+$."2(%"6).46$/4"5+66"

2)D%"+="2(%"/%.2"+*".$2"')+4"$."2+&%eB"#(%"/%)4+.3"

2%*2*"+.96:4%"6+2%/)/7"')**)3%*>"2$$>"G:2"*:9("L)267"informational materials with no literary elements

5()2*$%I%/" V)*" $''$*%4" 2$" 6+2%/)/7" .$.E92+$.U"

mark a distance that the English curriculum

cannot cross and remain an English curriculum.

C2"+*"96%)/"2()2"2(%")/9(+2%92*"$="-$&&$."-$/%0*"

HS?"*2).4)/4*"+&'/$'%/67"%12%.4%4"2(%"':/I+%5"

$="J?HK0*")**%**&%.2"*'%9+E9)2+$.*A

Grade Literary Informational

4

VOPjU

30% Fiction

XPj"S+2%/)/7"J$.E92+$.

10% Poetry

VOPjU

aPj"H1'$*+2+$.

10% Argumentation/Persuasive*

VWka"%&G%44%4"5+2(+."K/$9%4:/)6"2%12*U

8

VaOjU

20% Fiction

XOj"S+2%/)/7"J$.E92+$.

10% Poetry

VOOjU

gPj"H1'$*+2+$.

WOj"?/3:&%.2)2+$.;K%/*:)*+I%

VWkg"%&G%44%4"5+2(+."K/$9%4:/)6"2%12*U

12

(30%)

20% Fiction

Oj"S+2%/)/7"J$.E92+$.Oj"K$%2/7

(70%)

gPj"H1'$*+2+$.

30% Argumentation/PersuasiveVWkg"%&G%44%4"5+2(+."K/$9%4:/)6"2%12*U

and/or

10% Stand-Alone Procedural

Figure 1: Percentage of Passages by Text Type and Grade Level,

for 2009 Onward on NAEP Reading Tests

R$:/9%b"H1(+G+2"`"+."http://www.nagb.org/publications/frameworks/reading-2011-framework.pdf.


13/44

10


#(%"J?HK"/%)4+.3")**%**&%.2"=/)&%5$/D*")6*$"

make it clear that student performance is the

responsibility of more than teachers and schools.9

l."'A"\>"5%"E.4b"NAEP assesses reading skills that students

use in all subject areas and in their out-of-

school and recreational reading. By design,

many NAEP passages require interpretive

and critical skills usually taught as part of

2(%"H.36+*("9://+9:6:&A"f$5%I%/>"J?HK" +*"

an assessment of varied reading skills, not a

comprehensive assessment of literary study.

#(%" 4%I%6$'&%.2" $=" 2(%" G/$)4" /).3%" $="

*D+66*"2()2"2(%".)2+$.0*"*2:4%.2*".%%4"2$"/%)4"

successfully in both literary and informational2%12*"+*"2(%"/%*'$.*+G+6+27"$="2%)9(%/*")9/$**"

the curriculum, as well as of parents and the

community.

#()2"J?HK"9$.*+4%/*"')/%.2*").4"2(%"9$&&:.+27"

also responsible for NAEP reading scores shows

that NAEP percentages for reading passage

types are inappropriate as a driver of the English

9://+9:6:&A" " #$" :*%" J?HK0*" '%/9%.2)3%*" )*" )"

model for the English syllabus is, in effect, to

convert the latter into a reading comprehension

course and to make English teachers bear the fullburden of reading skills, a burden properly shared

by reading teachers, parents, and teachers across

the curriculum.

To summarize, Common Cores stipulations

for the English class have no basis in research,

in NAEP documents, or in informed consent,

and NAEPs percentages for passage types

have no basis in research at any educational

level.

Section III: The Presence and

Absence of Literary Study in

Common Core(1) What Common Core requires

-$&&$."-$/%0*"H.36+*("S).3:)3%"?/2*"R2).4)/4*"

contain standards that can raise literary-historical

study to rigorous levels. For Grades 9-10, the

literature standards include:

TSA[8XPA\A"?.)67,%")"')/2+9:6)/"'$+.2"$="I+%5"

$/"9:62:/)6"%1'%/+%.9%"/%L%92%4"+.")"5$/D"$="

literature from outside the United States,

drawing on a wide reading of world literature.

TSA[8XPA[A"?.)67,%"($5")."):2($/"4/)5*"$.").4"2/).*=$/&*"*$:/9%"&)2%/+)6"+.")"*'%9+E9"

work (e.g., how Shakespeare treats a theme

or topic from Ovid or the Bible or how a later

author draws on a play by Shakespeare).

For Grades 11-12, the literature section goes

further:

TSAXX8XWAaA" @%2%/&+.%" 2(%" &%).+.3" $="

words and phrases as they are used in the

2%12>" +.96:4+.3" E3:/)2+I%" ).4" 9$..$2)2+I%"

&%).+.3*]" ).)67,%" 2(%" +&')92" $=" *'%9+E9"

word choices on meaning and tone, including

words with multiple meanings or language

that is particularly fresh, engaging, or

beautiful. (Include Shakespeare as well as

other authors.)

TSAXX8XWAdA"?.)67,%"&:62+'6%"+.2%/'/%2)2+$.*"

of a story, drama, or poem (e.g., recorded or

live production of a play or recorded novel

or poetry), evaluating how each version

+.2%/'/%2*" 2(%" *$:/9%" 2%12A" VC.96:4%" )2" 6%)*2"

one play by Shakespeare and one play by an

American dramatist.)

TSAXX8XWA[A" @%&$.*2/)2%" D.$56%43%" $="

eighteenth-, nineteenth- and early-twentieth-

century foundational works of American

6+2%/)2:/%>" +.96:4+.3" ($5"25$"$/"&$/%"2%12*"

from the same period treat similar themes or

topics.10


14/44

11


11

#(%*%" /%F:+/%&%.2*" )/%" *:''$/2%4" G7" 2(/%%"

*2).4)/4*" =$/" +.=$/&)2+$.)6" 2%12*" V.$2%" 2(%"

'/%*%.9%"$="2(%"2%/&"_6+2%/)/7"*+3.+E9).9%B"+."25$"

of them):TCA[8XPA[A"?.)67,%"*%&+.)6"cARA"4$9:&%.2*"

$=" (+*2$/+9)6" ).4" 6+2%/)/7" *+3.+E9).9%"

V%A3A>" M)*(+.32$.0*" " T$$*%I%620*" "*2:4%.2*"

&:*2"3/)''6%"5+2("5$/D*"$="%19%'2+$.)6"9/)=2"

).4" 2($:3(2" 5($*%" /).3%" %12%.4*" )9/$**"genres, cultures, and centuries. Such works

offer profound insights into the human

9$.4+2+$." ).4"*%/I%")*"&$4%6*" =$/"*2:4%.2*0"

own thinking and writing. Along with high-

F:)6+27" 9$.2%&'$/)/7" 5$/D*>" 2(%*%" 2%12*"

should be chosen from among seminal U.S.

documents, the classics of American literature,

and the timeless dramas of Shakespeare.

#(/$:3("5+4%").4"4%%'"/%)4+.3"$="6+2%/)2:/%"

).4"6+2%/)/7".$.E92+$."$="*2%)4+67"+.9/%)*+.3"

sophistication, students gain a reservoir of

literary and cultural knowledge, references,and images; the ability to evaluate intricate

arguments; and the capacity to surmount the

9()66%.3%*"'$*%4"G7"9$&'6%1"2%12*A11

#(%" 6).3:)3%" +*" *2/$.3" ).4" 96%)/b" _5+4%"

reading of world literature, foundational

2%12*" ).4" 4$9:&%.2*>B" _(+*2$/+9)6" ).4" 6+2%/)/7"

*+3.+E9).9%>B" &)2%/+)6*" =/$&" 2(%" Xdth and 18th

centuries, classics. It articulates the premises

of a vigorous literature curriculum, insisting on

/%)4+.3*"=/$&"6$.3")3$>"'/%*9/+G+.3"9%/2)+."2%12*"

).4" ):2($/*>" ).4" 4+*2+.3:+*(+.3" 2(%" *+3.+E9).2"=/$&" 2(%" +.*+3.+E9).2A" #(%*%" *2).4)/4*" $G6+3%"

high school English teachers to survey a wide

range of great literature of historical consequence.

#$")9F:+/%"D.$56%43%"$="_%+3(2%%.2(8>".+.%2%%.2(8>"

and early-twentieth-century foundational works

of American literature, students must cover

several thousand pages of complicated, profound,

).4" +.L:%.2+)6" 6+2%/)/7" %1'/%**+$.>" )*" 5%66" )*"

gPPo" 7%)/*" $=" *$9+)6" ).4" (+*2$/+9)6" 9$.2%12A"

#(%" '/%*%.9%" $=" _*%&+.)6"cARA" 4$9:&%.2*>" 2(%"

classics of American literature, and the timelessdramas of Shakespeare sets a high criterion for

2(%"/%)4+.3")**+3.&%.2*A"#(%"G/$)4"_/).3%B").4"

_%19%'2+$.)6B" F:)6+27" $=" *%6%92+$.*" 4%9/%%" 2()2"

a few choices from the Bard and the American

6+2%/)/7" 2/)4+2+$." 5$.02" *:=E9%A" " R2:4%.2*"&:*2"

read a rich, cumulative corpus of great works.

#(%*%" /%F:+/%&%.2*" '/%*:&%" G/%)42(" ).4"

%19%66%.9%"G$2("+."2(%"/%)4+.3*").4"+."2(%"6+2%/)/78

(+*2$/+9)6"D.$56%43%"$="2(%"2%)9(%/A"#(%"4+=E9:627"

and remoteness of many of these works call for

%12%.*+I%" *9)==$64+.3>" =$/" +.*2).9%>" (+*2$/+9)6"information about the Puritans in order for

*2:4%.2*"2$":.4%/*2).4"2(%"*%22+.3"$="f)52($/.%0*"

E92+$.A"#(%"_=$:.4)2+$.)6B").4"_96)**+9B".)2:/%"

of these required works adds another dimension

)*"5%66>"$.%"2()2"%1').4*"G%7$.4"2(%"+.4+I+4:)6"

2%12*" 2(%&*%6I%*A"R2:4%.2*"/%)4" _Y)/26%G7>B"The

Red Badge of Courage>"_#(%"p%66$5"M)66')'%/>B"


15/44

12


and other classics as distinct compositions,

).)67,+.3" '6$2>" 9()/)92%/>" 2(%&%>" ).4" *276%" +."

%)9(" $.%A" Y:2" 2(%7" )6*$" 9$.2%12:)6+,%" 2(%&>"E2"

them into relationships with elements outside2(%&A" #(%*%" %6%&%.2*" +.96:4%" $2(%/" 2%12*" 2()2"

came before and after them, aspects of American

*$9+)6" ).4" '$6+2+9)6" 6+=%" /%'/%*%.2%4" +." 2(%" 2%12>"

national ideals and character, and broader cultural

movements and artistic schools.

We proceed past basic comprehension of the

2%12").4" G:+64":'"5()2" 2(%" )G$I%"_J$2%B" 2%/&*"

a reservoir of literary and cultural knowledge.

#(%" /%)4+.3*"$." 2(%" *766)G:*" *2).4".$2" &%/%67"

)*" 4+*9/%2%" *)&'6%*" $=" 3/%)2" 6+2%/)2:/%A" #(%7"

accumulate into a tradition, a story, so to speak,one that enriches each entry in it. If a teacher

chooses The Autobiography of Malcolm X for a

10th-grade class, students comprehend it all the

&$/%"+="2(%7"%1'6$/%"2(%"9$.4+2+$.*"$="n+&"-/$5"+."

2(%"X[OP*").4"/%)4"*$&%"$=""MAHAYA"@:"Y$+*0*"Souls of Black Folk,

).4"T)6'("H66+*$.0*"Invisible Man. Indeed, such

9$.2%12*")/%.02"%12%/.)6"2$"G)*+9"9$&'/%(%.*+$.>"

but essential to it. For instance, Invisible Man

loses much of its meaning if students have no

D.$56%43%"$="Y$$D%/"#A"M)*(+.32$.A

In other words, knowledge of individual classic

2%12*").4")5)/%.%**"$="?&%/+9)."6+2%/)/7"2/)4+2+$."

are dictated by literary-historical statements in

-$&&$."-$/%A"#(%/%"+*".$"$2(%/"5)7"2$"+.2%/'/%2"

the blunt assertion Demonstrate knowledge of

eighteenth-, nineteenth-, and early-twentieth-

century foundational works of American

literature or to narrow the range of readings to

less than across genres, cultures, and centuries.

-$&&$."-$/%0*" (+3(" *9($$6"H.36+*(" *2).4)/4*"

contain resolute literary-historical obligations,

.%9%**+2)2+.3" )" *766)G:*" E66%4" 5+2(" 96)**+9*"

through the ages, instilling in students a broad,

comprehensive awareness of tradition, not just

=)&+6+)/+27"5+2("*%6%92%4"4+*9/%2%"2%12*A""

But how binding are these standards? And

how well supported by other demands in the

document?

(2) What the right hand giveth, the left hand

taketh away.

Unfortunately, these praiseworthy content

requirements lack the accompanying machinerynecessary to guarantee translation into curriculum

).4"*2:47"+."2(%"96)**/$$&A"#(%7"*2).4"E/&"+."2(%"

-$66%3%").4"-)/%%/"T%)4+.%**"?.9($/"R2).4)/4*"

for Reading and the grade-level reading standards

=$/" S+2%/)2:/%>" G:2" -$&&$." -$/%" =)+6*" 2$"G)9D"

them up by specifying the contents of literary-

historical knowledge and the criteria by which

)" 2%12" 5$:64" F:)6+27" =$/" *%6%92+$.A"?')/2" =/$&"

Shakespeare and a few informational documents,

):2($/*" ).4" 2+26%*" )/%" &+**+.3A" #(%" 2%/&*"

_%19%'2+$.)6B").4"_=$:.4)2+$.)6B")/%".$2"4%E.%4>").4" 2(%" 4+*9:**+$." $=" _2%12" 9$&'6%1+27B" +."

-$&&$."-$/%0*"?''%.4+1"?"4$%*".$2"%&'()*+,%"

2%12*"5($*%"4+=E9:627"4%/+I%*"=/$&"2(%+/"6+2%/)/78

historical nature (perhaps for reasons we give

G%6$5UA" #(%" &+**+.3" 9$&'$.%.2*" $=" 6+2%/)/78

historical machinery are easy to identify.

No list of recommended authors and titles. If the

standards do not identify which works qualify as

foundational and classic, literary-historical

D.$56%43%"/%&)+.*"I)3:%A"#%)9(%/*").4"*9($$6*"

&:*2"4%9+4%"$."2(%+/"$5."5()2"5+66"E66"2(%"H.36+*("curriculum, a system that promotes inconsistency

and lower standards across districts. It suggests

that the content of literary tradition is unsettled

and arbitrary, a contention that may be true at the

%43%*"V=$/"%1)&'6%>"2(%"4+*9$I%/7"$=")".%36%92%4"

author), but not at the center (Melville, Wharton,

).4""

+&'6+9+267"/%9$3.+,+.3"2()2"2($*%"2%12*"&)7"4/$'"

off the syllabus if they do not. We see no reason

for not doing the same for foundational literary

2%12*A


16/44

13


No historical period coverage requirements.

S+2%/)/7"(+*2$/7"+*")//).3%4"9(/$.$6$3+9)667"5+2("

subdivisions by cultural and social categories.

#/)4+2+$.)667>" 4+I+4+.3" 2(%" (+*2$/7" $=" 6+2%/)2:/%"written in English begins philologically with

Old English (BeowulfU>"Q+446%"H.36+*("V-():9%/"

et al), and Modern English (roughly, the

T%.)+**).9%").4")=2%/UA"#(%"Q$4%/."K%/+$4"()*"

fallen into various sub-categories over the years:

H6+,)G%2().>" -)I)6+%/>" T%*2$/)2+$.>" ?:3:*2).>"

18th-century, Romantic, Victorian, Modernist.

?&%/+9)."6+2%/)2:/%"*').*"2(%"K:/+2).*>"-$6$.+)6"

and Early Republic, American Renaissance,

Realism and Naturalism, Modernism. Some

labels are no longer in use and we do not insist

on maintaining them, but some chronological

)//).3%&%.2" +*" .%9%**)/7A" l/3).+,+.3" )**+3.%4"

2%12*" +.2$" &%).+.3=:6" 3/$:'+.3*" *%/I%*" )."

educational purpose. Without them, the English

curriculum is a random assembly of literary and

.$.86+2%/)/7" 2%12*A" -$&&$." -$/%" 4$%*" $/4%/"

teachers to select works from different centuries,

but imparts nothing about the connections

G%25%%."2(%&A"C2"*$6+9+2*")"&+12:/%"$="$64%/").4"

.%5%/>"G:2"4$%*.02")*D"*2:4%.2*"2$"+.2%/'/%2"2(%&"

together as pieces in one or more traditions.

No British literature aside from Shakespeare.

l."3/$:.4*" $=" +.L:%.9%" )6$.%>" 2(%" )G*%.9%" $="

Y/+2+*("6+2%/)2:/%"=/$&"-$&&$."-$/%"+*")"*%/+$:*"

4%E9+%.97A" R9($$6*" &)7" 4%*+3." )" 9://+9:6:&"

2()2"=:667")6+3.*"5+2("-$&&$."-$/%"7%2"'/$4:9%"

students who never have to read anything

produced in the British Isles save for two

R()D%*'%)/%" '6)7*A" -%/2)+.67" 2(%" =$:.4)2+$.)6"

authors in American literature avidly read the

^+.3" n)&%*" q%/*+$." $=" #(%" Y+G6%>" Q+62$.>"

Swift, Pope, Wordsworth, Byron, and others,

and their works become clearer in the light ofBritish Romanticism, Restoration Satire, etc.

British literature forms the literary heritage of

our own language, too, and it offers models of

prose style from Addison to Orwell that are still

useful in composition classes. For much of the

20th century, British literature held the center

of high school English, and it still pops up in

college courses in composition, English, history,

6+.3:+*2+9*>" E6&>" ).4" 9:62:/)6" *2:4+%*A" M%" E.4"

.$"%1'6).)2+$."+."-$&&$."-$/%"=$/"4+*'%.*+.3"

with it.

No philology."l.%" $="2(%"E/*2"'/+.9+'6%*"$="2(%"

6).3:)3%").4"6+2%/)2:/%"E%64*"+*"2()2"6).3:)3%"+*"

a historical practice. It changes over time and

from place to place. Words appear and disappear,

styles rise and fall, verbal media are invented

).4")G).4$.%4A" C."-$&&$."-$/%0*"3/)4%86%I%6"

S).3:)3%" *2/).4" +*" )" (%)4+.3" _^.$56%43%" $="

S).3:)3%>B" 7%2" +2" 9$&'6%2%67" $I%/6$$D*" 2(%"

'(+6$6$3+9)6" )1+$&>" =$9:*+.3" +.*2%)4" $." :*)3%"

).4"9$&'/%(%.*+$."V=$/"%1)&'6%>"_c*%"I%/G*"+."

the active and passive voice and in the conditional

and subjunctive mood to achieve particular%==%92*BUA"C."4$+.3"*$>"-$&&$."-$/%"4$5.'6)7*"

the historical understanding of language, a

9)')9+27"2()2")4I).9%*"*2:4%.2*0")G+6+27"2$"().46%"

9%/2)+."D+.4*"$="2%12"9$&'6%1+27A"K(+6$6$37"2:/.*"

6).3:)3%"+.2$")."%1'6+9+2"$GN%92"$="*2:47>"&)D+.3"

students more conscious of the words they read

and write. Philology also sets the history of the

English (and American) language amidst a long

foreground of world events and geography,

including different regions and demographic

groups. No literature curriculum is complete

without a history of the language itself.

A 50 percent division."-$&&$."-$/%0*"/%)4+.3"

standards for K-12 are divided into 10 for

+.=$/&)2+$.").4"["=$/"6+2%/)2:/%A"-$&&$."-$/%0*"

authors insist that at least half of English course

/%)4+.3*"G%"+.=$/&)2+$.)6"2%12"V2$"+.96:4%"6+2%/)/7"

.$.E92+$.U>"6%)I+.3"6+2%/)/7"/%)4+.3")2"$.%8()6="$/"

less (although nothing in the standards themselves

/%F:+/%*" OP;OP" 2%)9(+.3UA12 But the literary-

(+*2$/+9)6"D.$56%43%"4%&).4*"$="-$&&$."-$/%>"

if interpreted correctly, cannot be met on a half-

2+&%"*9(%4:6%A"#(%")&$:.2"$="9$.2%12").4"*(%%/"

.:&G%/" $=" ')3%*" %19%%4" 5()2" %I%." 2(%" &$*2"

%=E9+%.2"2%)9(%/"9).")**+3.").4"4+*9:**>"3+I%."2(%"

OP8'%/9%.2"+.=$/&)2+$.)6"2%12"/:6%A"

#(%"$.67"5)7"2$"&%%2"6+2%/)/78(+*2$/+9)6"*2).4)/4*"

).4"%*2)G6+*(")"OP"'%/9%.2"4+I+*+$."$="2+26%*"+*"=$/"

an English teacher to make all the informational


17/44

14


assignments complementary to the literary

assignments. Informational readings should

either come directly from the foundational/classic

9$/':*"V5%"&)7"2/%)2""Walden, important speeches

*:9(" )*" S+.9$6.0*" _R%9$.4" C.):3:/)6" ?44/%**B"

).4"$2(%/" .$.8E92+$.>" .$.8'$%2+9>" .$.84/)&)2+9"

96)**+9*")*"+.=$/&)2+$.)6"2%12*U"$/")''67"4+/%9267"

2$" 2(%&" V=$/" %1)&'6%>" )**+3.+.3" %**)7*" )G$:2"

Huckleberry Finn as well as the novel itself).

C.=$/&)2+$.)6"2%12*"*($:64"G%"')/2"$="2(%"6+2%/)/7"

2/)4+2+$."$/"*9)==$64+.3"=$/"+2>").4"2(%"OP;OP"4+I+4%"

*($:64.02")''%)/" 2$"G%" )"4+I+*+$.")2" )66A"?66"2(%"

reading materials should reinforce one another

and unite into a coherent literary curriculum. But

-$&&$."-$/%"&)D%*".$"*:9("/%9$&&%.4)2+$."

=$/" +.=$/&)2+$.)6" 2%12*A" ?" 2%)9(%/" &)7" N:&'"

=/$&"M+66+)&"@%)."f$5%660*"The Rise of Silas

Lapham>" )." X``O" .$I%6" )G$:2" )." )5D5)/4"

p).D%%"9)'+2)6+*2>"2$".%5*"*2$/+%*")G$:2"l99:'7"

Wall Street without violating the standards,

or skip from a poem by Phillis Wheatley to a

commentary on the history of American racism

G7"f%./7"S$:+*"Z)2%*"V2()2"*)7*".$2(+.3"*'%9+E9"

)G$:2"M(%)26%70*")92:)6"'$%&*U").4"2:/."6+2%/)/7"

study into a social studies lesson, again without

violating the standards.13

Restricted view of text complexity."-$&&$."-$/%"

rightly insists that students read progressively

more challenging materials as they move from

3/)4%"2$"3/)4%A""#(%"%6%&%.2*"$="2%12"9$&'6%1+27"

)/%"6)+4"$:2"+."-$&&$."-$/%0*"?''%.4+1"?>").4"

2(%7" 9$&'/+*%"$GI+$:*" 2%12:)6" =%)2:/%*" *:9(" )*"

multiple levels of meaning, unconventional

structure, sophisticated graphics, ambiguous

language, and multiple perspectives.

#(%7")6*$"&%.2+$.")*'%92*"$=":.=)&+6+)/+27"2()2"

we might attribute to the historical distance of

)" 2%12>" 9+2+.3" _)/9()+9" 6).3:)3%B" ).4" _9:62:/)6;

6+2%/)/7"D.$56%43%AB"Y:2".%+2(%/"$.%"+*"%1'$:.4%4"

any further. Indeed, knowledge is related more

2$" _/%)4%/*0" 6+=%" %1'%/+%.9%*B" 2()." 2$" /%)4%/*0"

(+*2$/+9)6" :.4%/*2).4+.3A" #()2" +*>" D.$56%43%"

4%E9+2*")/+*%" .$2"G%9):*%")" 2%12"4)2%*"=/$&"WOP"

7%)/*" %)/6+%/>" G:2" G%9):*%" 2(%" 2%12*" G/$)9(%*"

*:GN%92"&)22%/"2()2"2(%"/%)4%/"()*.02"%1'%/+%.9%4"

E/*28().4A""?*")"/%*:62>"2%12"9$&'6%1+27")*"4%E.%4"

G7"-$&&$."-$/%"G7')**%*")"9$&&$."/%)*$."=$/"9$&'6%1+27"'/$G6%&*"=$/"(+3("*9($$6"*2:4%.2*A""

As NAEP U.S. history scores repeatedly

demonstrate, the historical knowledge of 12th

graders is meager. For most of them, the plot,

*%22+.3>").4"*$9+%27"$=>"=$/"+.*2).9%>"^)2%"-($'+.0*"

The Awakening"VX`[[U")/%"9$&'6%2%67")6+%.A"#(%"

4+=E9:627" *2:4%.2*" ()I%" +." :.4%/*2).4+.3" 2(%"

novel stems from the widespread problem that

HA"@A"f+/*9(")44/%**%4"+."2(%"-$/%"^.$56%43%"

curriculum: low background knowledge.

C." $&+22+.3" (+*2$/+9)6" /%&$2%.%**" =/$&" 2%12"

9$&'6%1+27>"2(%.>"-$&&$."-$/%".$2"$.67"6+3(2%.*"

the literary-historical burden of the standards.

It also overlooks a predominant reason why so

&).7" *2:4%.2*" =)62%/" 5(%." )**+3.%4" 9$&'6%1"

2%12*A

C.")44+2+$.>".$5(%/%"4$%*"-$&&$."-$/%"9):2+$."

2()2" 9$&'6%1" 2%12*" 5+2(" 6$5" /%)4)G+6+27" 6%I%6*"

(e.g., The Hunger Games) should not dominate

the high school literature curriculum. It could

easily have done so in the section on Myths vs.Facts, part of which we reproduce below, instead

of setting up a strawman and then providing a

mostly irrelevant answer.

Myth:"#(%"Standards suggest teaching The

Grapes of Wrath to second graders.

Fact:" #(%" HS?" Standards suggest The

Grapes of Wrath" )*" )" 2%12" 2()2" 5$:64" G%"

appropriate for 9th or 10th grade readers.

HI+4%.9%" *($5*" 2()2" 2(%" 9$&'6%1+27" $="

2%12*" *2:4%.2*" )/%" /%)4+.3" 2$4)7" 4$%*" .$2"

match what is demanded in college and theworkplace, creating a gap between what high

school students can do and what they need

2$" G%" )G6%" 2$" 4$A"#(%"-$&&$." -$/%" R2)2%"

R2).4)/4*"9/%)2%")"*2)+/9)*%"$="+.9/%)*+.3"2%12"

9$&'6%1+27>"*$"2()2"*2:4%.2*")/%"%1'%92%4"2$"

both develop their skills and apply them to

&$/%").4"&$/%"9$&'6%1"2%12*A


18/44

15


All English teachers know that The Grapes of

Wrath is not for second graders, and no one has

*:33%*2%4"2()2"-$&&$."-$/%"/%9$&&%.4*"+2"=$/"

grade 2. What teachers need to be reminded of,5(+9("_"+*"2()2"2%12"9$&'6%1+27"

).4" /%)4)G+6+27" 6%I%6*" 4$.02" )65)7*" 9$//%*'$.4A"

#(%/%" )/%" 2%12*"5+2(" (+3(" 9$&'6%1+27" ).4" 6$5"

readability levels, and secondary teachers

should ensure an appropriate balance between

9$&'6%1"2%12*"5+2(").4"5+2($:2"(+3("/%)4)G+6+27"

6%I%6*A" -$&&$." -$/%" *($:64" ()I%" 5)/.%4"

)3)+.*2" 6%22+.3" *:GN%92+I%" N:43&%.2*" )G$:2" 2%12"

9$&'6%1+27")65)7*"2/:&'"$GN%92+I%"&%)*:/%*"$="

2%12"4+=E9:627>"6%*2"2%)9(%/*"()I%"2$$"&:9("6+9%.*%"

in selecting course readings and assessment

4%I%6$'%/*" %19%**+I%" 6)2+2:4%" +." )//)7+.3" 2%*2"

items at any one grade level.

In sum, these omissions and opposing pressures

dilute and delimit the literary-historical standards

+."-$&&$."-$/%A"#%)9(%/*"4%4+9)2%4"2$")"*2/$.3"

6+2%/)/78(+*2$/+9)6"9://+9:6:&"&)7"9+2%"-$&&$."

-$/%" +." 4%=%.*%" $=" )" 2/)4+2+$.)6" *766)G:*" $="

English literature from The Canterbury Tales

to 1984, but teachers uninterested in that

2/)4+2+$." &)7" *)2+*=7" -$&&$." -$/%" *2).4)/4*"

5+2("$.%"R()D%*'%)/%" '6)7>"#(%"@%96)/)2+$." $="

Independence, some poems by Walt Whitman,

).4"2(%"/%*2"9$.2%&'$/)/7"6+2%/)2:/%A"#(%"+.2%.2"$="

')/2"$="-$&&$."-$/%"+*" 2$"/$*2%/")" /+9("6+2%/)/78

(+*2$/+9)6"*766)G:*>"G:2"+2"5$.02"G%"/%)6+,%4":.6%**"

teachers share that intent. If teachers do not share

+2>"-$&&$."-$/%"'$*%*"6+226%"/%*+*2).9%A"

Section IV: How to Increase College

Readiness and Analytical Thinking

in the English Class

R2)2%" 6)5" 27'+9)667" *'%9+E%*" $.67" 2()2" *2)2%"tests have to be based on state standards. Since

&$*2"*2)2%*"()I%")4$'2%4"-$&&$."-$/%0*"HS?"

*2).4)/4*")*"2(%+/"*2)2%"*2).4)/4*>").4"-$&&$."

-$/%0*" -$66%3%" ).4" -)/%%/" T%)4+.%**" ?.9($/"

Standards for Reading are mainly generic

/%)4+.3" *D+66*" V*%%" 2(%&"+."?''%.4+1"YU>" *2)2%*"

9)." 3%.%/)2%" *2)2%8*'%9+E9" 3:+4%6+.%*" =$/" )"

secondary literature curriculum addressing what

5%" /%9$&&%.4" )G$I%"5+2($:2" 9$.L+92+.3" 5+2("

-$&&$."-$/%0*"3/)4%86%I%6"6+2%/)2:/%"*2).4)/4*A"

#(%7"9).")*D"H.36+*("2%)9(%/*"2$"2%)9("6+2%/)2:/%"=$/"dP"'%/9%.2"$="2(%"2+&%>").4"6+2%/)/7".$.E92+$."

V$/"$2(%/"+.=$/&)2+$.)6"2%12*U"=$/".$"&$/%"2()."gP"

percent of the time.

In essence, they can create an additional set of

*2)2%" *2).4)/4*" =$9:*%4" $.67" $." 6+2%/)2:/%A" #(%"

literature standards will have subsets to them: (1)

*2).4)/4*"2()2"96)/+=7").4"G:+64":'$."2(%"%1+*2+.3"

6+2%/)/78(+*2$/+9)6" *2).4)/4*" +." -$&&$." -$/%"

(some world literature, classic myths and stories,

Shakespeare, foundational American literature);

).4" VWU" *2).4)/4*" 2()2"%12%.4" 6+2%/)/78(+*2$/+9)6"study in the directions outlined above that are

.$2" +." -$&&$." -$/%" VY/+2+*(" 6+2%/)2:/%" =/$&"

-():9%/"2$"n$79%").4"*$&%"(+*2$/7"$="2(%"H.36+*("

6).3:)3%UA" R%%"?''%.4+1"-" =$/" 4%*9/+'2+$.*" $="

courses that address these proposed additional

standards.

#(%" E/*2" 3%.%/)6" *%2" 5+66" G%" )**%**%4" G7" 2(%"

9$&&$." 2%*2*A" #(%" *%9$.4" *%2>" +.96:4+.3"

all subsets, can be assessed by a state-level

)**%**&%.2"*+&+6)/"2$"2(%"$64"J%5"p$/D"T%3%.2*"

%1)&"V%**)7827'%UA"J$"6)5"$/"/%3:6)2+$."*)7*"2()2"states cannot have an additional set of literary

standards or that they must be similar across

states. A legislature or state board of education

can make the additional assessment mandatory

for schools and require a passing score for a high

school diploma or college admission.

(1) How to locate adequate standards to guide

secondary literature curricula and tests.

R$&%" *2)2%*" 5+66" E.4" :*%=:6" 6+2%/)/7" 3:+4%6+.%*"

in their own abandoned English language artsstandards. Not to sustain the literary values in

%1+*2+.3"*2)2%"*2).4)/4*"+*"2$"6$5%/"2(%"D.$56%43%"

/%F:+/%&%.2*" 9://%.267" +." '6)9%A" ?''%.4+1" @"

lists several states with stronger standards for a

6+2%/)2:/%" 9://+9:6:&" 2()." -$&&$." -$/%0*>" )*"

judged by an independent source. (It is not an

inclusive list; some other states also had better

3:+4%6+.%*"2()."-$&&$."-$/%0*r).4"=$/"&$/%"


19/44

16


than the literature curriculum.) States unable

2$" E.4" :*%=:6" 6+2%/)/7" *2).4)/4*" +." 5()2" 2(%7"

4+*9)/4%4r2(%"N:*2+E9)2+$."2(%+/"*2)2%"G$)/4*"$="

%4:9)2+$."&)7"()I%"3+I%."=$/")4$'2+.3"-$&&$."-$/%0*r*($:64"=%%6"=/%%"2$"9$'7"=/$&"*2)2%*"2()2"

were judged to have literary standards superior to

-$&&$."-$/%0*A"""

!9#$ $>7818$*&$,/5$.??1&?1+.*8$ *8)*$ +*8=)$0&1$

these standards in the U.S.

#(%"G%*2"*$:/9%>"=$/")"*2)/2>"&)7"G%"2(%"/%6%)*%4"

+2%&*" =/$&" 2(%" Q)**)9(:*%22*" -$&'/%(%.*+I%"

Assessment System. Below are two test items

=/$&" 2(%" Y)7" R2)2%0*" 3/)4%"`" 2%*2" ).4" 25$" 2%*2"

items from its grade 10 test for two different

7%)/*>" %)9(" +2%&" /%L%92+.3" +2*" 9$//%*'$.4+.3"

3/)4%86%I%6"*2).4)/4"+."").4"?.2+6$9(:*"/:.")3)+.*2"one another. Read the myth and answer the

questions that follow.

f%/%"+*"$.%"&:62+'6%89($+9%"F:%*2+$.b"

T%)4"6+.%*"adk"a["+."2(%"G$1"G%6$5A

_" G7" (%)I%.s" #(%" 3$44%**" =$:6%4" &7"

E.+*(s;?65)7*" G%*+4%" l47**%:*rN:*2" 6+D%"

2(%"&).0*"&$2(%/>;/:*(+.3"2$"':2"(+*"/+I)6*"+."

the dust.

M()2"+*"2(%"/%)*$."=$/"?N)10*"=/:*2/)2+$.e

?A"f%"+*"4+*)''$+.2%4"+."2(%"5)7"(%"/).A

YA"f%" G%6+%I%*" l47**%:*0*" &$2(%/" (%6'%4"

Odysseus win.

-A"f%"2(+.D*"2(%"3$44%**"?2(%.)0*"+.2%/=%/%.9%"

made him lose.

@A"f%"5+*(%*"(%"()4"G%%."9$&'%2+.3")3)+.*2"

an easier opponent.

C." WPPd>" )" ')**)3%" =/$&" H4+2(" f)&+62$.0*"

Mythology was a test item in grade 10. It is

described as follows:In this chapter fromMythology, author Edith

f)&+62$."/%2%66*"2(%"*2$/7"$="^+.3"-%71").4"

his faithful wife, Queen Alcyone. Read the

myth and answer the questions that follow.

f%/%"+*"$.%"&:62+'6%89($+9%"F:%*2+$.b""

According to paragraphs 67, what motivates

Alcyone to return to the headland?

A. She plans to take a journey across the sea.

YA" R(%" ($'%*" 2$" E.4" )" 9:/%" =$/" (%/"

sleeplessness.

-A"R(%" 5+*(%*" 2$" )*D" 2(%" $/)96%" )G$:2" (%/"

dream.

D. She wants to be close to her drowned

husband.

In 2009, a passage from The Aeneid by Virgil

(translated by Robert Fagles) was a test item in

grade 10. It is described as follows:


20/44

17


After being defeated by the Greeks and cast

$:2"$="#/$7>"&%&G%/*"$="2(%"#/$N).")/&7")/%"

forced to wander the Mediterranean and look

=$/")".%5"($&%A"#(%"#/$N).*>"+.96:4+.3"2(%"narrator, Aeneas, and his father, Anchises,

)22%&'2"2$"*%226%"$."2(%"+*6).4"$="-/%2%>"G:2"2(%"

gods visit Aeneas in a dream to reveal their

+.2%.2+$.*" =$/" (+*" '%$'6%A" T%)4" 2(%" %19%/'2"

=/$&"q+/3+60*"Aeneid.

f%/%"+*"2(%"$'%."/%*'$.*%"F:%*2+$."=$/"2(+*"2%*2"

item:

Y)*%4" $."2(%"%19%/'2>"4%*9/+G%"2(%"#/$N).*0"

relationship with the gods. Support your

).*5%/"5+2("/%6%I).2").4"*'%9+E9"+.=$/&)2+$."

=/$&"2(%"%19%/'2A

!;#$ >7818$ *&$ ,/5$ .??1&?1+.*8$ 8@.=?A8)$

elsewhere.

H1)&'6%*"=/$&"2(%"%1+2"%1)&"=$/"6+2%/)/7"*2:47"

+." Y/+2+*(" -$6:&G+)>" -).)4)>" )/%" +."?''%.4+1"

HA" #(%7" *($5" 5()2" ).$2(%/" H.36+*(8*'%)D+.3"

/%3+$."%1'%92*"(+3("*9($$6"*2:4%.2*"2$"*2:47r)"

=)/"9/7"=/$&"-$&&$."-$/%0*"6+2%/)2:/%"*2).4)/4*>"

).4" %I+4%.9%" 2()2" -$&&$." -$/%0*" H.36+*("

language arts standards are not internationally

benchmarked. Other English-speaking regionscan also provide useful test items.

Section V. Policy Recommendations

States and districts can address the literary-

(+*2$/+9)6"4%E9+%.9+%*"+."-$&&$."-$/%0*"H.36+*("

6).3:)3%")/2*"*2).4)/4*"E/*2"G7"/+3$/$:*67")4(%/+.3"

2$" +2*" %1+*2+.3" 6+2%/)/78(+*2$/+9)6" *2).4)/4*" ).4"

then by adding some literary-historical standards

$="2(%+/"$5.A"-$&&$."-$/%"'$*%*".$"9$.*2/)+.2*"

here, since almost any literary work can meet a

-$66%3%").4"-)/%%/"T%)4+.%**"?.9($/"R2).4)/4"

in Reading, and only a few grade-level standards

'$+.2" 2$" *'%9+E9" 6+2%/)/7" '%/+$4*>" 5$/D*>" $/"

authors. Moreover, added literary-historical

*2).4)/4*" 5+66" &)D%" +2" 4+=E9:62" =$/" *9($$6*" 2$"

)4$'2" )" ($43%8'$43%" $=" +.=$/&)2+$.)6" 2%12*" 2$"

*)2+*=7"-$&&$."-$/%0*"F:$2)"$="$I%/"OP"'%/9%.2"

+.=$/&)2+$.)6"/%)4+.3" V5(%2(%/"$/".$2" 2(%" 2%12*"

)/%"9)66%4"6+2%/)/7".$.E92+$.UA

Y%9):*%" -$&&$." -$/%0*" *2).4)/4*" /%F:+/%"

neither the systematic, copious study of literary

2/)4+2+$.*" .$/" *:=E9+%.2" )9F:+*+2+$." $=" 6+2%/)/78

historical knowledge, it is up to state and localeducation policy makers and legislators to

4%I%6$'"9://+9:6)/"&)2%/+)6*"2()2"4$A""#$"%.*:/%"

an intellectually and civically sound literature

curriculum in our public schools, state and local

education leaders need to set forth guidelines

they want local curriculum developers to follow

in constructing a secondary literature curriculum.

#(%*%" 3:+4%6+.%*" 9$:64" %.9$&')**" )." %12/)" XO"

'%/9%.2")66$5%4"G7"-$&&$."-$/%"+2*%6="V+="2(%+/"

*2)2%"4$%*.02"5+2(4/)5"=/$&"-$&&$."-$/%").4"

()*.02" )6/%)47"9/%)2%4" 2()2"%12/)"XO"'%/9%.2"=$/"

H.36+*("6).3:)3%")/2*U"$/"*2)2%8*'%9+E9"6+2%/)2:/%"

standards if their state does withdraw from

-$&&$."-$/%A""

Useful guidelines for the secondary literature

9://+9:6:&" &)7" G%" =$:.4" +." *$&%" *2)2%*0"

abandoned English language arts curriculum

frameworks and can continue to undergird their

$5."*2)2%")**%**&%.2*"$="*2)2%8*'%9+E9"*2).4)/4*A"

Q).7" *2)2%*>" ($5%I%/>" 5+66" .$2" G%" )G6%" 2$"E.4"

useful literary standards in what they discarded.

Education leaders in these states could look for

guidelines in the English language arts curriculum

framework for the stateMassachusettsthat

has empirically demonstrated higher student

achievement on NAEP reading tests than all

$2(%/" *2)2%*A" #(%7" 9)." )6*$" )*D" %1'%/+%.9%4"

high school English teachers in their own state

to devise professional guidelines for a coherent

literature curriculum in their public high schools,

as suggested in a book by the second author.14

#(%*%" 2%)9(%/84%I%6$'%4" 3:+4%6+.%*" 9$:64" )6*$"

be used by the testing consortia funded by the

USDE to develop common tests. In order to

generate test items with some relevance to a

studied curriculum, these consortia have crafted

their own models, guidelines, even lesson plans

for a secondary literature curriculum, and they

%1'%92"&).7" *9($$6*" 2$":*%" 2(%&"G%=$/%" +=".$2"

after common testing begins in 2014.


21/44

18


(1) Why NAEPs criteria for passage selection

should be used.

@%*'+2%"-$&&$."-$/%0*"+.N:.92+$."2()2"')**)3%"

27'%"+."2(%"(+3("*9($$6"H.36+*("2%*2"*($:64"/%L%92"percentages in the NAEP high school reading

assessment, we do not yet know whether the

criteria the testing consortia are using for passage

selection are those that NAEP test developers are

*:''$*%4"2$":*%A""J?HK"%1'6+9+267"*)7*"2()2"_2%12*"

5+66" /%L%92" $:/" 6+2%/)/7" (%/+2)3%" G7" +.96:4+.3"

*+3.+E9).2"5$/D*"=/$&"I)/+%4"(+*2$/+9)6"'%/+$4*AB"

"5(%."K?T--"2:/.*"2$"&)2(%&)2+9*>"+2"

asks that students Solve most problems involving

the major content for their grade with connection

to the Standards for Mathematical Practice.

f%/%"K?T--")9D.$56%43%*"2()2"%)9("3/)4%"()*"

mandated mathematics content that assessments

must cover. In omitting major content fromHS?>"K?T--"+&'6+%*"2()2"-$&&$."-$/%0*"HS?"

standards have none.

#(+*" +*" )" *%/+$:*" $I%/*+3(2" 5+2(" =)/8/%)9(+.3"

9$.*%F:%.9%*" =$/" H.36+*(A" T+3(2" .$5>" K?T--"

will guide curriculum and classroom practices

=$/"&$/%"2()."WO"&+66+$."':G6+9"*9($$6"*2:4%.2*A"

C=" 2(%"E.)6" 4%*+3."&)29(%*"2(+*" +.+2+)6"'/$'$*)6>"

those students will receive English instruction

lightened of its proper literary-historical content.

#(%"$2(%/"2%*2+.3"9$.*$/2+:&>"R&)/2%/"Y)6).9%4"?**%**&%.2" -$.*$/2+:&" VRY?-U" )6*$" '/$I+4%*"

2%*2" *'%9+E9)2+$.*" 5+2(" .$" 4%2)+6*" $." 9$.2%.2A"

Moreover, its recently released sample test items

*($5"($5"*:GN%92+I%"N:43&%.2*")G$:2"9$&'6%1+27"

2/:&'"2%12"4+=E9:627A 16 Most of the passages for

assessing grade 11 reading skills cannot usefully

assess college readiness because they are short

%19%/'2*" ).4;$/" )/%" 6$5%/" 2()." 3/)4%" XX" +."

readability level (the Robert Frost poem is the

only selection that is whole, can stand on its own,

and whose readability level is not useful because

it is a poem). Placement on a grade 11 test was)'')/%.267" N:*2+E%4"=$/" 2(%"$2(%/*" G%9):*%" 2(%+/"

_6).3:)3%B" ()4" G%%." N:43%4" _I%/7" 9$&'6%1B"

$/" _%19%%4+.367" 9$&'6%1AB"


22/44

19


was supporting the legitimacy of government so

long as natural rights were respected). Without

(+*2$/+9)6" D.$56%43%" ).4" )" &$/%" %12%.*+I%"

*%6%92+$." V+." 2(+*" 9)*%>" $=" S$9D%0*" +4%)*U>"interpretation of historically-situated documents

is handicapped.

In contrast, the sample passages for grade 10

/%9%.267"/%6%)*%4"G7"K?T--"4%&$.*2/)2%"2(%":*%"

$="5($6%"*%6%92+$.*"V).4")"96%)/"%1'%92)2+$."=$/"

high school level reading at the high school level)

for the testing of reading.17"#(%"*)&'6%"F:%*2+$.*"

center on a comparison of Daedalus and Icarus

G7" lI+4" ).4" )" '$%&" G7" ?..%" R%12$." 2()2" +*"

/%6)2%4" +." 9$.2%.2A" f$5%I%/>" 5%" 4$" .$2" D.$5"

how typical the use of whole selections will be+."$2(%/"K?T--" +2%&*" =$/" 4%2%/&+.+.3"9$66%3%"

readiness.

f$5" 9)." 2(%" ':G6+9" G%" )**:/%4" 2()2" 2%*2" +2%&*"

in both reading and mathematics are properly

I%22%4"G7"9$.2%.2"%1'%/2*e"f$5"5+66" 2(%"':G6+9"

know how demanding the college readiness tests

developed by both testing consortia really are?

-)." -$.3/%**" /%F:+/%" 2(%" cR@H" V5(+9(" =:.4*"

both testing consortia) to appoint independent

3/$:'*"$=")9)4%&+9"%1'%/2*"2$")''/$I%"+.")4I).9%"

)66" 2%*2" +2%&*" ).4" /%'$/2" 2$" -$.3/%**>" ).4" 2$"require release to the public of all used test items

within a year after the tests are given and the cut

scores have been determined?

(2) What states and local school districts

can do.

R2)2%"6)5"27'+9)667"*'%9+E%*"$.67"2()2"*2)2%"2%*2*"

have to be based on state standards. Since most

*2)2%*"()I%")4$'2%4"-$&&$."-$/%0*"*2).4)/4*")*"

2(%+/"*2)2%"*2).4)/4*>").4"-$&&$."-$/%0*"-$66%3%"

).4"-)/%%/"T%)4+.%**"?.9($/"R2).4)/4*"'$+.2"2$".$"')/2+9:6)/"%4:9)2+$.)6"6%I%6"$/"2%12*>")66"*2)2%*"

.%%4"2$"4$"+."$/4%/"2$")6+3."5+2("-$&&$."-$/%0*"

standards is to ensure that their test items follow

J?HK0*"6+2%/)/7"3:+4%6+.%*A

If state and local school administrators do not

/%F:+/%" /%6%I).2" 6+2%/)/7;(+*2$/+9)6" .$.E92+$." 2$"

accompany the diminished number of literary

5$/D*"2):3(2":.4%/"2(%"-$&&$."-$/%"&).4)2%"V+="

they choose to follow it), secondary students will

%.4":'"/%)4+.3")"L:92:)2+.3"G$47"$=".$.E92+$."

2%12*A"M(%2(%/"$/".$2"2(+*"($43%8'$43%"*)2+*E%*"-$&&$."-$/%0*"F:$2)"$="OP"'%/9%.2"+.=$/&)2+$.)6"

2%12>" +2" 5+66" /%4:9%" *2:4%.2*0" :.4%/*2).4+.3" $="

whatever literature they do read. In doing so, the

curriculum will deplete the college readiness that

-$&&$." -$/%" '/$=%**%*" 2$" )+&" =$/A" " #$" )I$+4"

an impoverished literature curriculum, English

departments need to develop syllabi for each

secondary grade that contribute to a coherent

understanding of American and British literary/

cultural history and the development of the

English language (the purpose of the suggestions

+."?''%.4+1"-UA

Section VI. Conclusions

-$&&$."-$/%0*"*2).4)/4*"=$/"H.36+*("6).3:)3%"

)/2*>" 2(%+/" $/3).+,)2+$.>" ).4" 2(%+/" 4+I+*+$.>" +."

effect, make it unlikely that American students

will study a meaningful range of culturally and

(+*2$/+9)667" *+3.+E9).2" 6+2%/)/7" 5$/D*" +." (+3("

school and learn something about their own

literary tradition before graduation. A diminished

emphasis on literary study will also prevent

students from acquiring a rich understanding anduse of the English language, a development that

/%F:+/%*"%1'$*:/%" 2$" 2(%" 6).3:)3%").4" 2(+.D+.3"

of the most talented writers of English through

2(%"9%.2:/+%*A"#(%"*2/%**"$."&$/%"+.=$/&)2+$.)6"

reading in the English class will also likely lead

to a decreased capacity for analytical thinking

in all students. Why? Apart from the previously

&%.2+$.%4" 6+2%/)/+.%**" $=" ?-#0*" 9$&'6%182%12"

traits, we see another danger in the emphasis on

+.=$/&)2+$.)6"2%12A

C.=$/&)2+$.)6" 2%12*" V5(%2(%/" $/" .$2" 6+2%/)/7".$.E92+$.U")/%"$=2%.")**+3.%4"2$4)7".$2"=$/"2(%+/"

9$&'6%1+27" ).4"'/$&$2+$." $=" 9$66%3%" /%)4+.%**"

in reading but for their topical and/or political

.)2:/%A"-6%)/"%1)&'6%*"9)."G%"=$:.4"+.")"I$6:&%"

':G6+*(%4" +." WPXX" G7" 2(%" J)2+$.)6" -$:.9+6" $="

#%)9(%/*" $=" H.36+*(" VJ-#HU" 2$" *($5" 2%)9(%/*"

($5" 2$" +&'6%&%.2" -$&&$." -$/%0*" *2).4)/4*A"


23/44

20


It bears the title English Language Arts, Grades

9-12A"#(%"&)+."):2($/"+*"R)/)("Y/$5."M%**6+.3>"

a high school English teacher in Iowa who was

.)&%4" WPXP"#%)9(%/" $=" 2(%"p%)/>" )" '/+,%" 3+I%."G7" 2(%" -$:.9+6" $=" -(+%=" R2)2%" R9($$6"l=E9%/*>"

*'$.*$/"$="-$&&$."-$/%A""M(%/%"G%22%/"2$"E.4")."

authoritative derivation of the English curriculum

=/$&"-$&&$."-$/%"*2).4)/4*"+."$/4%/"2$"N:43%"

both the fate of literary study and the kinds of

reading an informational emphasis will evoke?

M%**6+.30*" +.=$/&)2+$.)6" '/%=%/%.9%*" 5%/%"

revealed in a March 14, 2012 article inEducation

Week.

hM%**6+.30*i" *2:4%.2*" )/%" ).)67,+.3" 2(%"

rhetoric in books about computer geeks, fast

food, teenage marketing, the working poor,

chocolate-making, and diamond-mining.

#(%7"5%/%" )66$5%4" 2$" 9($$*%" G$$D*" )G$:2"

those real-world topics as part of a unit on

truth. Students are also dissecting the sources,

statistics, and anecdotes the authors use to

make their arguments in books likeBranded

by Alissa Quart and Nickel and Dimed by

Barbara Ehrenreich.

Some readers may not know that Branded: The

Buying and Selling of Teenagers is a 2003 trade

book about marketing to teens, and Nickel and

Dimed is an anti-capitalist tract presented as a

4+)/7")G$:2"2(%"):2($/0*"2(/%%8&$.2("%1'%/+%.9%*"

as a low-wage worker.

#(%" J-#H" I$6:&%" =$66$5*" 2(%" *)&%" 2/)9D>"

showing how even works with literary-historical

importance are subordinated to contemporary

+.=$/&)2+$.)6" 2%12*A" #$" 9$.2%12:)6+,%" ).4"

scaffold The Odyssey>" =$/"%1)&'6%>"M%**6+.3"

4$%*.02")44"/%)4+.3*"+.").9+%.2"Z/%%D"(+*2$/7").4"social life or assign other ancient poems. Instead,

she chooses Star Wars").4"*$&%"%19%/'2*"=/$&"

n$*%'("-)&'G%66"A" A" A" N:12)'$*+.3"The Odyssey

with an NPR piece on veterans and violence

)6$.3"5+2(" %19%/'2*"=/$&"2(%"Frontline episode

m?"R$64+%/0*"f%)/20B"V'A"W\UA""

-6%)/67>").":.4%/*2).4+.3"$=" The Odyssey on its

own terms and literary-historical knowledge in

3%.%/)6"+*.02"2(%")+&A""T)2(%/>"9%/2)+."+4%)*")G$:2"

heroism, war, and society are, and the presentation%.4*":'"=$9:*+.3"$."_9$.2%12"2%12*B"2()2"_9/%)2%"

)"/%*%/I$+/"$="'/+$/"D.$56%43%"2()2"3+I%*"9$.2%12"

2$" 2(%" 9$&'6%1+2+%*" $=" =:/2(%/" /%)4+.3AB" " #(%*%"

9$.2%12"2%12*"9$&'/+*%")"&$4%"$="_'/%8/%)4+.3B"

2()2"':/'$/2*"2$"4+*96$*%"2(%"&)+."2%12").4"%1').4"

+2*" *+3.+E9).9%" 2$" G/$)4%/" 9:62:/)6" ).4" *$9+)6"

realities. But will students pay closer attention to

The Odyssey after they watch Star Wars? Or will

2(%7>" +.*2%)4>" _&$4%/.+,%B" The Odyssey to the

point that it loses its literary-historical character

).4".$"6$.3%/"*2).4*")*"2(%"&)+."2%12e""

Wessling and her co-authors turn this

9$.2%&'$/)/7" 9$.2%12:)6+,)2+$." +.2$" )" *%2"

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E6&" %19%/'2*>" G6$3*>" /)4+$" *($5*>" '$49)*2*>"

and graphic novels materials that often work

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#(%"):2($/*"$="2(%"J-#H"I$6:&%"4$".$2"2/7"2$"

N:*2+=7"2(%*%"D+.4*"$="9$.2%12"2%12*")*"*:'%/+$/"2$"

9$.2%12:)6"&)2%/+)6*"2()2"%&%/3%"$:2"$="2(%"*)&%"

(+*2$/+9)6" *+2:)2+$." )*" 2(%" &)+." 2%12A" M%" ()I%"

no rationale for why, for instance, a blog about

-()/6%*"@+9D%.*0"A Tale of Two Cities is preferable

to 18th- and 19th-century accounts of the French

Revolution. Indeed, the whole question of which

2%12*").4"9$.2%12*")/%"2(%"G%*2"$.%*"4+*)''%)/*A"

#(%"*%6%92+$."$="9$.2%12:)6"&)2%/+)6*"+*"3+I%.".$2"

a content-based rationale, but a methodological

one, namely, pedagogy: How"2(%"2%12*")/%":*%4"2$"

*9)==$64"2(%"/%)4+.3"%1'%/+%.9%"2)D%*"'/%9%4%.9%"

$I%/"5(+9("2%12*")/%" 9($*%.B" V'A" WOUA" " C."$2(%/"

words, the mandated literary-historical content of

-$&&$."-$/%"+*"3$.%A"

Indeed, its literary-historical standards and

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be able to do, not what they should know. Even

at the high school level, when college readiness

+.9/%)*%*"+." +&'$/2).9%>" 2(%7"5/+2%b"_2(%"--RR"

focus is on skills, strategies, and habits that will


24/44

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enable students to adapt to the rhetorical demands

of their future learning and contributions

(p. 16). Nowhere do the authors distinguish

between popular and contemporary works andthe seminal and classic works required by

-$&&$."-$/%A

?*" 2(%" J-#H" I$6:&%" +66:*2/)2%*>" &$/%"

+.=$/&)2+$.)6" 2%12*" +." 2(%" H.36+*(" 96)**" 5+66"

produce less rigorous English classes than we

already have if teachers assign more topical,

present-oriented, and relevant readings that

lack the literary craft and historical remoteness

4%&).4%4"G7"-$&&$."-$/%0*"6+2%/)/78(+*2$/+9)6"

*2).4)/4*" ).4" 2%12" 9$&'6%1+27" /%F:+/%&%.2*A"

c.=$/2:.)2%67>" -$&&$." -$/%" G:+64*" +." .$"constraints to their use as invitations to address

adolescent relevance or to turning the analysis

$=")"6+2%/)

How Common Core ELA Standards Place College Readiness at Risk

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