Au, K. H. (2005). Negotiating the Slippery Slope: School Change and Literacy Achievement. Journal of Literacy Research, 37(3), 267–288.
I believe that we, as literacy researchers, can make valuable contributions by working alongside educators in schools in what appears to be a critical point for public education in the United States. My purpose here is to discuss my experiences with school change in response to higher standards: how I became involved in this work and the insights I have gained about working at the school level, scaling up the change process, levels of implementation, and student results. Those of us involved with change efforts know that we are negotiating a slippery slope, a precarious situation in which schools, especially those serving high numbers of students living in poverty, may be labeled as failures to be rescued through the privatization of education.
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