The English/language arts teachers and the district administrators who participated in this national survey reported major changes in writing priorities, attitudes and expectations; how writing is taught; learning related to writing; writing resources; and the importance placed upon writing in the curriculum in their schools and districts over the past three years. Literally every survey item showed an increase during this time period. Further, both groups reported that the SAT® writing section had a clear role in supporting these changes.

There was general consistency between both groups in their responses, and there were very few notable differences between schools and districts when analyzed by metropolitan area, size and diversity. In fact, what were most notable were the considerable parallels across these categories, including the striking fact that there were almost no differences with regard to any changes observed in writing between schools and districts when comparing high- and low-minority enrollments.

Although some comments reflected the opinion that writing instruction has not changed in a positive way, the overall combination of survey responses and written comments suggests that a positive view on writing instruction is far more prevalent. The implications of these results for our nation’s K-12 education system are significant. Essentially, there has been a visible shift in the importance, role and prominence placed on writing in our nation’s schools and districts during the past three years. This renewed emphasis on writing has helped broaden postsecondary preparation, shape instructional changes, enhance academic rigor and buttress professional-resource development. These changes appear to be pervasive, impacting schools and districts regardless of size, location or enrollment diversity. Our current challenge is to nurture these changes. This should be done in ways that support and reinforce the efforts that have been started or expanded, especially with regard to writing priorities, instruction, learning and resources. This ongoing initiative should include changes in school and district infrastructures that support and enhance writing in terms of time and curriculum allocations, professional collaboration and development, thoughtful assessment and innovative instruction that capitalizes on new applications of technology and learning.