Abstract

The purpose of this study was to investigate the following question: What impact do standards-based education and high-stakes testing have on the scope, nature, and purpose of writing instruction?

A qualitative approach using a case study design was employed for the study. Data were gathered in a rural Texas high school over the course of one school year. Data sources included participant observations, interviews, and personal and official documents.

On-going field analysis occurred throughout the data collection stage. Analysis following data collection began with deductive analysis of the data within a predetermined framework and ended with inductive analysis as new meanings were formed. The predetermined framework included three categories, the scope of writing instruction, the nature of writing instruction, and the purpose of writing instruction.

Conclusions emphasized the impact of high-stakes testing on the scope and purpose of writing instruction and the need for further study to gain better understanding of the impact of standards-based education and high-stakes testing on the nature of writing instruction.