Without established expectations and standards, it is difficult to measure improvement and success.
Why does it matter?
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 Jennifer Dounay Zinth at 303-299-3689 or firstname.lastname@example.org with comments or questions about this database.
|State has standards that reflect literacy expectations explicit in grades 4-12|
|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.|
|District of Columbia|
|Kentucky||Yes, Program of Studies and Core Content reflect explicit expectations.|
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