Skip to content
Volume 33, Issue 3
  • ISSN: 0007-8204
  • E-ISSN: 1943-2216


Notes impact of high-stakes language arts assessments on teachers in Georgia rural districts. Provides additional support for what many English teachers already believe—that rich classroom discussion, reading from a variety of texts, student-centered writing assignments, and metacognitive awareness of one’s reading and writing strategies contribute to successful student performances on even the most narrowly conceived high-stakes tests.


Article metrics loading...

Loading full text...

Full text loading...
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error