Education policy in Georgia is driven by the need for higher standardized test scores and stricter standards in core subjects like English Language Arts (ELA). These strict measures in ELA have placed increasing pressure on students and educators to prioritize test-driven instruction, often at the expense of deep, meaningful engagement with literature.
According to the Georgia Department of Education, the English Language Arts Georgia Standards of Excellence focus on building skills in literacy from an early age, emphasizing reading comprehension, evidence-based writing and grammar proficiency. However, these standards often come at the cost of students’ long-term reading capabilities. In regular or “on-level” ELA classes, the curriculum is focused on mastering specific skills and preparing for tests rather than actually reading books. On-level classes frequently focus on short excerpts and “close reading” tasks aimed solely at boosting standardized test scores. Conversely, in Advanced Placement courses, such as AP Literature and Composition and AP English Language and Composition, students still engage with complete novels, plays and poetry.
This difference in approach has created a significant gap in students’ attention spans and their ability to process long, complex texts. Research by the American Psychological Association suggests that students exposed primarily to fragmented, short readings may find it increasingly difficult to focus on longer pieces of writing, even through future school years. By the time students reach high school, many are unprepared for the demand of advanced coursework and struggle with college-level reading requirements. In fact, data from the Nation’s Report Card reveals that reading for pleasure among teens is at an all-time low, with more students turning away from books altogether and towards digital media with shorter, easier-to-digest content.
The distinction between AP and on-level classes only exacerbates this problem. In Georgia’s AP classes, students are still reading classics like “The Great Gatsby” and “Frankenstein,” novels that challenge students’ ability to comprehend complex themes and long-form narrative structure. However, in many regular classes, books like these have been replaced with brief readings, graphic novels or test-prep materials, stripping away the joy, challenge and journey that comes with reading an entire book. This shift widens an unfortunate divide between students who are already ahead in AP courses and on-level classes. Those in on-level classes miss out on critical opportunities, potentially worsening disparities in academic achievement.
The result is a widening gap between students who can read and engage with full texts and those who can’t. Standardized testing, while useful for certain measurements, often narrows the scope of what teachers can cover in class. It puts pressure on teachers to focus on skills that can be easily tested, rather than nurturing a love of reading that develops over time. When students don’t read full books, they miss out on critical opportunities to immerse themselves in language, character development and complex storytelling. These are skills that cannot be measured in a multiple-choice test, but they are essential for academic success and personal growth.
The long-term effects of these policies are concerning. As students’ exposure to sustained reading declines, their ability to focus for extended periods does, too. According to an Atlantic article, many students at top schools like Columbia University and the University of Virginia come into college never having been asked to read a book on their own for class and are now unable to sit down to focus and read. This issue is only compounded when the school curriculum, driven by rigid standards like Georgia’s, limits opportunities for sustained, deep reading and focus.
By focusing so heavily on testing and accountability, Georgia’s ELA standards risk leaving a generation of students unprepared for the demands of higher education and the workforce. Students who aren’t taught to read full books won’t develop the focus, discipline or critical thinking skills needed for success in college, where long-form reading is an essential part of almost every course. This is a problem that extends beyond just English class; it affects how students perform in history, science and any subject that requires them to maintain focus, read and process information on a deeper level.
It’s time to rethink how to approach ELA instruction in Georgia and beyond. AP students still have the opportunity to read and engage with full texts, but that experience should not be limited to those taking advanced classes. Schools must find a way to reintroduce meaningful, long-form reading into the general curriculum in order to ensure that all students have the chance to develop the critical skills they need, regardless of their academic track. Otherwise, the gap between those who can read and understand–and those who can’t–will only continue to grow.
