Frankenberg,
&
Lee,
2002/2003).
Students
of
color
and
those
living
in
poverty
are
most
likely
to
be
behind
in
reading
and
other
subject
areas.
Therefore,
they
are
also
most
likely
to
be
in
low-‐level
classes
that
are
designed
to
remediate
students’
deficits
(Oakes
&
Lipton,
2003),
including
reading
classes
designed
to
improve
their
reading
skills.
We
see
some
of
the
impact
of
these
conditions
in
the
most
current
national
comparisons:
12th
graders’
2009
reading
performance
on
the
National
Assessment
of
Educational
Progress
(NAEP)
increased
slightly
from
2006
but
was
lower
than
in
1992
(National
Center
for
Education
Statistics,
2010).
And,
the
gap
in
scores
between
whites
and
blacks
and
whites
and
Latinos
remained
statistically
the
same
as
in
1992.
Eighth-‐graders’
scores
were
similar.
Let’s
connect
the
dots.
Students
of
color
and
those
living
in
poverty
have
lower
reading
achievement
than
their
white
or
economically
stable
counterparts;
low-‐achieving
students,
who
tend
to
be
students
of
color
and/or
living
in
poverty,
do
not
demonstrate
adequate
content-‐area
literacy
skills;
low-‐achieving
students
receive
skill
and
strategy-‐based
reading
instruction.
And
–
this
is
the
kicker
–
low-‐achieving
students
who
receive
remedial
reading
classes
rarely
transfer
what
they
learn
to
their
content
classes
(Allington,
2007).
In
other
words,
even
though
we
think
we
are
doing
the
right
thing
by
identifying
the
skills
and
strategies
struggling/striving
readers
lack
and
teaching
these
to
them,
this
rarely
makes
a
difference
in
their
academic
success
(Lloyd,
2002).
The
outcome
is
that
lots
of
adolescents,
particularly
those
of
color
and
who
live
in
poverty,
do
not
succeed
in
courses
that
heavily
rely
on
understanding
and
producing
(i.e.,
composing)
texts.
When
students
do
not
succeed
in
algebra
or
biology
or
world
history
or
language
arts
or
other
content-‐area
courses,
their
choices
in
life
are
limited.
In
contrast
to
looking
for
and
remediating
students’
reading
deficits,
I
describe
the
intersections
between
content
area
literacy
and
social
justice.
In
other
words,
I
focus
on
how
we
can
connect
content-‐area
literacy
strategies
to
adolescent
learners
such
that
they
will
have
the
tools
to
succeed
in
their
courses
and
thus
be
able
to
have
expanded
and
expansive
choices
about
their
futures.
Similarly,
I
ask
how
we
can
provide
equitable
educational
opportunities
for
all
students
so
they