Conclusion:

Programs and tests in schools that limit the students sometimes change the course of their literacy, and make them further themselves from it in general. It is when students are forced into these, and separated from their peers that they find themselves feeling like an outsider, and start to despise literacy. This idea changes the outlook on programs such as these, because when it comes down to the point of them, if separating the students from their peers leads away from literacy then something has to change to actually help these students. If even one student is pushed away from literacy because a school wanted to separate them to help, then what potential could that student have had if they hadn’t been made an outsider. The issue is that there is not a lot of information about what students succeed in these programs and which do not, so it is very difficult to fully understand how big this issue is. However it is easy to find personal encounters through literacy narratives, that can help us see how individuals feel. These literacy moments have been experienced by thousands of students, thousands of students that could be in a better spot than they are now if they hadn’t been forced into a program that made them inevitably give up on themselves.