October 26, 1981

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Vol. 01, Issue 08
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If secondary-school teachers of English respond less than enthusiastically to competency-testing programs, their tepidity is both understandable and warranted. Largely confined to items that assess the low-level skills of usage, editing, and functional reading, the tests imply a narrow public definition of English, one that is at odds with what teachers believe the subject to be.
FOUNDATION SUPPORT: Coverage of specific topics in Education Week is supported in part by grants from the Eli and Edythe Broad Foundation, the Bill & Melinda Gates Foundation, the CME Group Foundation, the Carnegie Corporation of New York, the Jack Kent Cooke Foundation, the Joyce Foundation, the NoVo Foundation, the Noyce Foundation, the Raikes Foundation, the Wallace Foundation, and the Walton Family Foundation. The newspaper retains sole editorial control over the content of the articles that are underwritten by the foundations. Additional grants in support of Editorial Projects in Education’s data journalism and video capacity come from the Leona M. and Harry B. Helmsley Charitable Trust and the Schott Foundation for Public Education. (Updated 1/1/2017)

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