Article Title
Abstract
The authors of this article call upon classroom memories to demonstrate the harm of the standardized testing apparatus in the English Language Arts (ELA) classroom. Goal setting under the Every Student Succeeds Act (ESSA) has led to targeted school intervention based on metrics, and many states have chosen to double down on standardized ELA and math test data to determine the quality of a school, student learning, and teacher effectiveness. The authors argue that the assessments associated with the ELA Common Core State Standards (CCSS) are harmful to all students, and particularly students from marginalized communities whose literacies are not always recognized by direct writing assessment.
Response to Article
Nicholas Tampio, A Democratic Critique of the Common Core English Language Arts (ELA) Standards
Recommended Citation
Nagrotsky, K.
, Franjul Grullon, A.
(2020).
Writing That Counts: Grounding a Critique of the Common Core English Language Arts Standards in Classroom Memories.
Democracy and Education,
28
(2), Article 9.
Available at:
https://democracyeducationjournal.org/home/vol28/iss2/9
Included in
Curriculum and Instruction Commons, Language and Literacy Education Commons, Secondary Education Commons