This working paper is a compilation of articles prepared for the Policy and the Higher Literacies Project. The two-year project examines key leverage points in state and local education policy levels and how they may promote or constrict the acquisition of higher levels of literacy for a much broader range of American students. Research strongly suggests a mismatch between stated goals of the American education system and current practice and outcomes. The articles in this paper discuss this apparent mismatch and call for thoughtful reappraisals. Included are: "The Common Agenda: Liberating Undreamed-of Talent" (Governor William Clinton); "Policy Constraints to the Teaching of Thinking" (Robert J. Marzano); "Literacy and Accountability" (Rexford Brown); "New Directions in Statewide Reading Assessment" (Karen Wixson; and others); "Writing in Nebraska" (Joseph E. Lutjeharms; and the Writing Task Force); "The Art of Questioning" (Dennis Palmer Wolf); "Textbook Selection and Curriculum Change" (Roger Farr); "Who is Accountable for 'Thoughtfulness'?" (Rexford Brown); "Higher and Deeper Literacies: Toward More Thoughtful Schools and Students" (Rexford Brown); "New Policy Dilemmas: Minimums versus Visions" (Rexford Brown); "Tests: Serious Limitations on Educational Possibilities" (Vito Perrone); "Higher Literacy Requires Major School Changes" (Rexford Brown); and "Another Endangered Literacy" (Rexford Brown). (RAE)