Increasing Writing Achievement in an Urban Middle School

• Published in: Middle school journal 2004-11, Vol.36 (2), p.21-26
• Main Authors: Fisher, Douglas, Frey, Nancy, Fearn, Leif, Farnan, Nancy, Petersen, Frank
• Format: Article
• Language: English
• Subjects: Classroom observations; Educational Planning; English teachers; Middle Schools; National Competency Tests; Peer Teaching; Professional Development; Reading & Writing; Student Diversity; Teachers; Urban Schools; Writing; Writing Achievement; Writing assignments; Writing Improvement; Writing Instruction; Writing teachers; Writing Tests
• ISSN: 0094-0771; 2327-6223
• DOI: 10.1080/00940771.2004.11461471

Writing achievement among young adolescents has become a significant concern. According to data from the National Assessment of Educational Progress (NAEP) (2000), writing achievement has not changed appreciably in the last 15 years. However, NAEP data suggest that teachers have increased the amount of time students spend writing. In other words, students are writing more, but not better, than their counterparts from previous years. This is problematic since teachers understand the task and could theoretically teach to the writing test. In this article, the authors present data from Monroe Clark Middle School, an urban school with a diverse student population, which suggests that writing achievement can be influenced, even ensured, by intentional instruction. The teachers and administrators at Clark identified a need, developed a plan, and implemented that plan. Thus, the authors state that the improvement in writing achievement requires an administrative commitment, professional development, peer coaching, instructional resources, and time for teachers to work together. (Contains 2 figures.)