We don’t really know. The next national study, which is confined to students in grades 4,8 and 12, will be released by the National Assessment of Educational Progress (NAEP) on April 3. There has already been some buzz about the testing in Vermont, which recently discovered only 37 percent of the students were proficient, according to the 2007 New England Common Assessment Program.
The Burlington Free Press surmised that maybe the tests were too hard. Another ray of hope, the article deduced: If Vermont performed poorly, so did New Hampshire and Rhode Island. Amazing.
With logical leaps like these, it seems more and more that the federal No Child Left Behind Act, which requires these tests, is revealing that our students are participating in every child left behind programs. It also makes even more sense why the administration recently wrote off the National Writing Project. And why state governments were estimated to spend about $250 million per year, attempting to improve writing skills among employees.
Why Communicate? Panel Discussion, 10 a.m. to noon, April 5
All the above are among the reasons I recently volunteered to participate on the Third Annual “Why Communicate?” Panel hosted by the College of Southern Nevada, hosted by Tina D. Eliopulos, professor of English. The panel presentation will take place at the Cheyenne Campus, room 247.
Joining me on the panel are: Andrew Kiraly, journalist and managing editor of Las Vegas CityLife; Janice Marie, author of The Goodness Experience; Anne Schultz, special agent for Department of Justice Federal Bureau of Investigation; and Geoff Schumacher, director of community publications for Stephens Media.
The intent of the panel to discuss the importance of effective communication — written and verbal — in the professional world. Well, 70 percent of all jobs in the United States require writing skills. That seems like a good reason.
