Enactments and resistances to globalizing testing regimes and performance-based accountability in the USA
Lingard, Bob. (2020) Enactments and resistances to globalizing testing regimes and performance-based accountability in the USA. In World yearbook of education 2021 : Accountability and datafication in the governance of education pp. 279-293 Routledge.
[Excerpt] There is much evidence to suggest that over the last 20 years or so many schooling systems around the globe have introduced standardized testing (National LargeScale Assessments – NLSAs), often of a census kind. The case of the USA dealt with in this chapter is a case in point, with such testing being conducted at the subnational state level, but in response to federal requirements. The first significant federal requirement for such testing at Grades 3 through 8 was President G.W. Bush’s No Child Left Behind Act (2002), further reinforced by President Obama’s Race to the Top legislation (2009). These were high-stakes tests linked to performance-based accountability (PBA1 ) for teachers, schools and systems. There has been a less robust federal agenda on such matters under the Trump Presidency with more commitment to ‘states’ rights’ in education and a strengthened focus on further privatization.
|Keywords||education, data processing; educational accountability|
|Book title||World yearbook of education 2021 : Accountability and datafication in the governance of education|
|Place of publication||London|
|Series||World year book of education|
|Web address (URL)||https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=2659655&site=ehost-live&scope=site&ebv=EB&ppid=pp_279|
All rights reserved
File Access Level
|Publication process dates|
|Deposited||18 Jun 2021|
0views this month
0downloads this month