ABSTRACT
For 23 years, members of the staff at the Kamehameha Elementary Education Program (KEEP) carried out research and development efforts aimed at improving the school literacy achievement of students of Native Hawaiian ancestry. In this chapter we discuss lessons learned during the last 5 years of KEEP’s work, which focused on the development and implementation of a whole literacy curriculum, including a system of portfolio assessment tied to standards. Detailed accounts of KEEP’s earlier work are available elsewhere (Au, Crowell, et al., 1986; Tharp & Gallimore, 1988).
