Considers how the concept of "literacy," especially intensified by the current conservative political climate, has been falsely reified as a clearly distinct "thing" that can be taught and tested in simple and standardized ways. Identifies literacy competencies as "subrosa literacy" and describes detailed performances of these abilities (including…

Argues that the absence of the arts in testing programs contributes to their marginalization. Considers the role of imaginative potential in determining what is important in schools. Considers what the arts have to do with literacy, that is, with the standard conceptions of reading and writing. Discusses transforming brains to minds, the arts as…

Questions if it is possible that any place still exists without pressure to teach to the test. Describes one school district that has been able to do so by creating a vision that allows educators to work as professionals. (SG)

Suggests that the most conspicuous victims of high-stakes testing are low-income minority children. Notes that families and educators are beginning to "engage in civil disobedience to rescue education from the current accountability fad." Concludes that it is very important to investigate whether the proposed response is likely to fix the problem…

Discusses the current political situation in the United States and the ways in which literacy education, particularly reading education, has been socially constructed and politically situated in the last several years. Suggests that the policies educators are currently implementing will lead to a generation of teachers who pay homage to externally…

Describes how the author prepares students for the test using genre study and problem-solving strategies. Notes how she struggles with questions about the role that tests play in schools and in children's lives. Notes the importance of teaching students how to take the test, but recognizes it has become more important to help them understand the…

Considers the motives of corporate America regarding the standards and testing movement in education. Notes that the main objective of the Business Roundtable (a coalition of CEOs of the nation's largest corporations) is not quality education but the preservation of the competitiveness of corporate America. Discusses changes in workplace literacy…

Offers one teacher's Top Ten list for ways to remain true to excellence in teaching despite the tug of war around testing. Suggests that when teachers start to make teaching decisions based on a test, they become powerless. Concludes that it is important not to sacrifice teaching, devotion to children, or standards of excellence for high-stakes…

Describes how a group of Texas teacher educators use story to examine their teaching decisions in the face of a test-driven curriculum. Notes that their stories reflect their responses to pressures to create curriculum that imitates the test rather than remaining learner-centered. (SG)

Presents conversations with parents, teachers, and children around portfolios that provide a better picture of a child's growth and understanding than standardized test scores ever can. Concludes that the involvement of students, teachers, and parents in conversation about children's literacy development brings the potential of a common vision and…