Publication Date

2014

Abstract

Legislation and policies such as No Child Left Behind, Race to the Top, and the adoption of Common Core State Standards (CCSS) by the majority of states directly impact the educational experiences of children in classrooms. Current shifts in the U.S. education system include a greater focus on preparing all students to be college and career ready with increased expectations for teachers and children. With shifts in the curriculum and standards comes increased attention on writing performance, with a particular focus on measuring and tracking individual children’s progress in order to then evaluate teachers and classrooms (http://www.whitehouse.gov/blog/2010/01/19/speeding-race-top). Researchers and policymakers scramble to find ways to assess the increased amount of data that are collected; yet, children’s voices and their perceptions of their educational experiences are missing.

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Presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

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