This paper explores what it means, and what it might mean, to "achieve" in literacy. The paper points out that, although there is considerable concern over the misrepresentation of literate achievement by standardized tests, there has been substantially less demonstration of what is being left out, that is, exactly what of significance is achieved…

Argues that science should be taught in a conceptual manner in elementary and middle school, after which (and only after) formulas, concrete strategies, and specific, isolated facts should be taught. Discusses linear versus conceptual learning, how boys and girls learn, how middle school teachers can approach this, preparing new science teachers,…