I just returned from New York City after attending the fourth meeting of the Jobs for the Future Literacy Network. The meeting was attended by about ten Early College High Schools from across the country. Although most schools represented were from the West coast, we found that they struggle with the same issues that we struggle with in Ohio’s Early Colleges.

This post will probably appeal most to the teachers at Early College High School in our county, but as always, please feel free to jump in with your ideas. I have developed three questions that highlight our trip:

1. What is the balance between nurturing students and giving them a “college readiness” experience? If we nurture students can we still prepare them for the rigor of college work?

. Good readers read a lot. Are they good readers because they read a lot, or do they read a lot because they are good readers? Simply put, where do high school students receive reading instruction?

3. How can we incorporate literacy activities seamlessly into the daily class schedule?