In March 2007, legislation was introduced in the U.S. House and Senate to authorize the Striving Readers program, designed to support high-quality reading and writing instruction for millions of students in grades 4–12. But skeptics may wonder: Is there sufficient research to justify a major new federal investment in this area? As this Issue Brief shows, there have been significant findings related to instruction in grades 4-12, the knowledge base on adolescent literacy continues to expand, and the research does indeed provide a solid foundation for effective policymaking.

According to the National Assessment of Educational Progress, only about a quarter of the nation’s middle and high school students are proficient in writing. Even among students who plan to go to college, roughly a third fall short of readiness benchmarks for college-level writing composition. Yet, the ability to write plays an increasingly important role both in the workplace and everyday life, and while previous generations of students might have been able to get by without strong literacy skills, today’s adolescents cannot afford to leave high school without being able to write clear, compelling texts, for a variety of purposes and audiences. This Policy Brief offers a succinct overview of the data on student writing achievement, the need for more and better writing instruction, and a number of ways in which policymakers can support school improvement in this area.

Over the past four decades, Congress has directed substantial resources toward improving young children’s literacy skills, and that investment has grown significantly in recent years. Through initiatives such as Title I of the Elementary and Secondary Education Act (better known as the No Child Left Behind Act), Reading First, and Head Start, the federal government has spent billions of dollars promoting vital research and improved reading instruction in the home, in preschool settings, and during the first few years of elementary school. As long as millions of young readers continue to struggle, this work should remain a high priority.

For years, the nation’s education policymakers have spotlighted the importance of literacy instruction in grades K–3, where students develop the basic reading skills upon which they will build their future academic success. Now that federal and state investments in early literacy are starting to pay off—with the National Assessment of Educational Progress (NAEP) showing significant gains on fourth grade reading scores, especially among poor and minority students—it is time to shine the light upon the urgent literacy needs of older students.

Over the years, educational research has provided important insights into how children learn to read. In the last decade, it also has been influential in helping to create new programs, teaching practices, and policies that support the goal of all children reading well by the end of third grade. Yet, while most researchers would agree that early reading is important, the unfortunate truth remains that millions of middle and high school students are still struggling to read long after their third-grade year is over.

While more research needs to be done in the area of adolescent literacy, there is growing agreement about some of the characteristics successful literacy intervention programs share. The purpose of this brief is to provide information to help policymakers, educators, parents, and others concerned with adolescent literacy make informed decisions about literacy programs for struggling readers and the programs' suitability for specific groups of students. The brief is not intended for an audience of literacy experts, and does not pretend to offer a comprehensive program evaluation guide; rather, it is designed to help decisionmakers ask the right questions when assessing literacy programs for selection for federal, state, and local funding.