Examining Instructional Practices, Intellectual Challenge, and Supports for African American Student Writers

Abstract

The debate surrounding how best to support African American student writers continues today as the gap between achievement scores persists. This qualitative analysis documents the classroom structures and instructional practices of two English Language Arts teachers working in a predominately African American public middle school, whose students demonstrated growth on the state’s standardized assessment of English Language Arts. Teachers were chosen based on value-added measures of student achievement using test score gain and observational data of their writing instruction. Both teachers explicitly and repeatedly targeted writing skills and strategies during instruction and offered aligned instructional supports. Tasks assigned were intellectually challenging and aligned with the targeted skills and strategies. The data suggest ways to balance both skill and strategy instruction and a process approach to writing instruction, which many argue is supportive of African American students’ writing development.