Why Am I in Reading Intervention? A Dual Analysis of Entry and Exit Criteria

This article discusses reading intervention courses at the high school level and how these courses can limit the educational opportunities of linguistically diverse students of color. The authors analyzed the entry and exit criteria for the reading intervention program at a large comprehensive high school and found that there was an overreliance on assessments that accompany prepackaged literacy programs, entry and exit criteria shifted, and there was a lack of communication with students enrolled in the program. As a result of participating in the reading intervention program, students were unable to access other electives and opportunities.