The Article
In this article, Professor Mark Conley and colleague Kathleen Hinchman (Syracuse University) explore the connection between what research has learned about adolescent literacy and the No Child Left Behind Act of 2001. Their purpose is to consider ways in which research, policy, and classroom practice could be more forcefully directed toward supporting adolescents and their literacy learning.

Discussion
The authors note that NCLB has an emphasis on early literacy and intervention. In fact, the bill authorizes $900 million to be spent on early literacy instruction. “The principles of the NCLB legislation … represent the most sweeping national education reforms since the Sputnik-inspired reforms of the 1960s.” The question for Conley and Hinchman is whether NCLB offer support for adolescents who face increasingly complex learning, health, social, and emotional issues? The authors review the findings and implications of the wealth of research that has been conducted in adolescent literacy. They then compare this review with the topics and themes within NCLB. Ways in which NCLB could support efforts with adolescent literacy were identified, along with places where the legislation explicitly leaves adolescents out. The authors find a number of NCLB recommendations that confirm recommendations from research on adolescent literacy. These include attention to three important areas: (1) continuous reading instruction with an emphasis on developing strategic knowledge for dealing with unknown words and comprehension; (2) individually appropriate reading instruction, anchored in assessment of individuals and programs; and (3) multiple opportunities to use a variety of texts within a context of comprehensive schoolwide reform. But authors also find shortcoming in NCLB. Three specific areas, critical in the recommendations from adolescent literacy research, are not mentioned: contexts for teaching and learning in content areas, teacher preparation and ongoing education, and adolescents’ interests and needs. “NCLB and its legislation say nothing about the dilemmas posed by adolescents who fail because they choose not to play the game of academics or about school systems that favor some forms of literacy … over others. The legislation is also silent about the implications of an increasingly technological world for adolescent literacy learning.” They conclude by outlining the missing pieces from research and current legislation. They call for more work to be done to understand and support adolescents in classroom, school and community contexts, to provide an authentic role for parents in adolescent literacy, and in designing interventions for adolescents who struggle with reading.

What It Means To You
How has NCLB affected your school district in regard to adolescent literacy? Has the legislation’s lack of attention to adolescents’ interests and needs posed problems for your district?

For More Information
Conley, M.W. & Hinchman, K.A. (2004). “No Child Left Behind: What it means for U.S. adolescents and what we can do about it.” Journal of Adolescent & Adult Literacy (48)1, 42-50.