California English Journal

California English

2018 NCTE Affiliate Journal of Excellence Award California English has been chosen as one of eight to receive the 2018 NCTE Affiliate Journal of Excellence Award presented by the NCTE Standing Committee on Affiliates.

California English, the journal of the California Association of Teachers of English, is published four times a year and features articles and research of interest to teachers of students from kindergarten to college. All submitted manuscripts are peer-reviewed. To submit to the journal, please contact Carol Jago at

About the Editor: Carol Jago

Carol Jago, Editor of California English journal

Carol Jago has taught English in middle and high school for over 30 years and is associate director of the California Reading and Literature Project at UCLA. She is past president of the National Council of Teachers of English and has published many books with Heinemann including her latest, The Book in Question: Why and How Reading Is in Crisis. Carol has been awarded the International Literacy Association’s Adolescent Literacy Thought Leader Award and the NCTE Exemplary Leadership Award and is incoming president of ILA’s Adolescent Literacy group. She currently serves on the National Assessment Governing Board.

Carol Jago Receives Prestigious NCTE Award

Each year the Conference on English Leadership identifies one individual who has made truly exceptional contributions to literacy leadership across his/her career. After reviewing many highly deserving individuals, the CEL selected Carol Jago as the recipient of the CEL Kent Williamson Exemplary Leadership Award.

Carol is the editor of CATE’s own California English journal. We are honored to have her as part of the CATE family. Please join us in congratulating Carol for this prestigious award.

Carol Jago – Exemplary Leader 2016

Call for Manuscripts

May 2020 Issue

Due Date: April 1, 2020


In order to continue the conversations and learning from CATE2020, we invite you to reflect upon your own experiences as you encouraged students to investigate texts and truths. How did students’ responses inform your teaching? What obstacles did you and they face?

Why are these “investigations” so important?

September 2020 Issue

Due Date: August 1, 2020


Are you worried about your students’ reading habits and skills? Reading scores have declined. ACT reports that the percentages of students meeting college readiness benchmarks are the lowest they have been in 15 years. Our most vulnerable students are the least prepared. Instead of wringing our hands, we must reverse the trend. What can research
teach us about better practices? How are you helping students become competent, confident readers? How can we make the shift from being reading worriers to reading warriors?

Manuscripts are peer reviewed. Please send submissions to California English editor, Carol Jago. Articles should be limited to 2,500 words. Please submit manuscripts via email to