According to the PISA assessment given in 2009, American students have flat lined, meaning no significant changes since 2000. However, reflecting on subgroups and looking at the diversity of the students, it seems that literacies with diverse learners is going to be more and more critical. Shanghai-China and Asian Americans are ranked numbers 1 and 2 in the world in regards to 15-year old overall literacy proficiency. White Americans are closing in at number 6, and students from schools with less than 10% free and reduced lunch rank right behind Shanghai-China with higher scores than Asian Americans. But what of America’s other ethnicities and less-affluent students?
There are dumbfounding disparities within our schools and communities. Economic, ethnic, and achievement differences are greater in the US than in other countries. So…
- How can contemporary literacies help build learning successes with diverse learners?
- How can we revive the flat line among all our students and promote achievement and understandings?
- What role does contemporary literacies play in reviving achievement and closing the gap?
In the June/July 2012 issue of Reading Today, several authors unpack the PISA 2009 report, http://www.reading.org/general/publications/blog.aspx . Additionally, you can access the PISA report here http://www.oecd.org/document/61/0,3746,en_32252351_46584327_46567613_1_1_1_1,00.html.