Susan is a second-year language arts teacher in an urban middle school who completed alternative certification. For two years, she has struggled with the curriculum guide that informs her of what she is expected to teach to prepare her students for high-stakes statewide tests at the end of the school year. She finds she cannot ad-here to the guide since students in her class range widely in ability and motivation. Each year, approximately 20% of her students have received failing grades; only about 35% have passed the state reading test in earlier grades. Susan is not sure why many of them do not achieve state expectations or why some of them cannot read.
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