Political Economy of NCLB: Standards, Testing and Test Scores

Paul Parkison

doi:10.1080/00131720802539606

Political Economy of NCLB: Standards, Testing and Test Scores

Paul Parkison

University of Southern Indiana

Research output: Contribution to journal › Article › peer-review

Abstract

Focus and institutional policy under the No Child Left Behind Act [NCLB] ( U.S. Department of Education 2001 ) has prioritized the individualistic, market-driven agenda. The NCLB regime has gained hegemony over the political space of public education, and the value and effectiveness of the educational process has become subject to the fetishism of standardized test scores. Utilizing the political economy of the sign described by Jean Baudrillard (1981) , the political economy of the NCLB regime and the development of test score fetishism is presented.

Original language	American English
Pages (from-to)	44-57
Number of pages	14
Journal	The Educational Forum
Volume	73
Issue number	1
DOIs	https://doi.org/10.1080/00131720802539606
State	Published - Dec 17 2008
Externally published	Yes

Keywords

Accountability
Institutional Policy
No Child Left Behind
Standards
Testing

Disciplines

Education
Educational Assessment, Evaluation, and Research
Educational Methods

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title = "Political Economy of NCLB: Standards, Testing and Test Scores",

abstract = " Focus and institutional policy under the No Child Left Behind Act [NCLB] ( U.S. Department of Education 2001 ) has prioritized the individualistic, market-driven agenda. The NCLB regime has gained hegemony over the political space of public education, and the value and effectiveness of the educational process has become subject to the fetishism of standardized test scores. Utilizing the political economy of the sign described by Jean Baudrillard (1981) , the political economy of the NCLB regime and the development of test score fetishism is presented. ",

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PY - 2008/12/17

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N2 - Focus and institutional policy under the No Child Left Behind Act [NCLB] ( U.S. Department of Education 2001 ) has prioritized the individualistic, market-driven agenda. The NCLB regime has gained hegemony over the political space of public education, and the value and effectiveness of the educational process has become subject to the fetishism of standardized test scores. Utilizing the political economy of the sign described by Jean Baudrillard (1981) , the political economy of the NCLB regime and the development of test score fetishism is presented.

AB - Focus and institutional policy under the No Child Left Behind Act [NCLB] ( U.S. Department of Education 2001 ) has prioritized the individualistic, market-driven agenda. The NCLB regime has gained hegemony over the political space of public education, and the value and effectiveness of the educational process has become subject to the fetishism of standardized test scores. Utilizing the political economy of the sign described by Jean Baudrillard (1981) , the political economy of the NCLB regime and the development of test score fetishism is presented.

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KW - Institutional Policy

KW - No Child Left Behind

KW - Standards

KW - Testing

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JO - The Educational Forum

JF - The Educational Forum

IS - 1

ER -

Political Economy of NCLB: Standards, Testing and Test Scores

Abstract

Keywords

Disciplines

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