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Adolescent Literacy: State Has Standards That Reflect Literacy Expectations Explicit in Grades 4-12

Without established expectations and standards, it is difficult to measure improvement and success.

Why does it matter?

  • Challenging standards help to improve efficiency, generate challenging cohesive curriculum and are the basis for holding students, teachers and schools accountable.
  • Standards are the launch pad for redesigning curriculum, assessment, accountability, teacher education, professional development and resource allocation.

    • Highlights:

  • Thirteen states have standards exlicitly reflecting literacy expectations for grades 4-12.
  • Connecticut's grades 4-12 literacy expectation standards are outline in the state department resources – both printed and electronic – and additional literacy expectation standards are outlined in the 4-8 literacy grade-level expectations.

    • Methodology: The information was collected from state statutes, recently enacted legislation (session laws), and rules and regulations. Where necessary, statewide initiatives created outside of policy were collected from state agencies. The information will be updated as changes occur.

    Sources for all data points are available through this link.

    Last updated: June 2008

    Research was conducted by Melodye Bush. Please contact Bush at 303-299-3631 or mbush@ecs.org with comments or questions about this database.
    State has standards that reflect literacy expectations explicit in grades 4-12
    Alabama Yes
    Arkansas Yes
    Connecticut Yes, grades 4-12 literacy expectation standards are outlined in the state department of education resources, and additional literacy expectation standards are outlined in the 4-8 literacy grade-level expectations.
    Florida Yes
    Georgia Yes
    Kentucky Yes, Program of Studies and Core Content reflect explicit expectations.
    Louisiana Yes
    Michigan Yes
    New York Yes
    North Carolina Yes
    Virginia Yes
    West Virginia Yes
    Wisconsin Yes


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