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Abstract
This article deals with the low profile issue of educational fraud. The author defines educational fraud in terms of a range of illegitimate practices in which students engage in order to inflate their recorded levels of academic performance. Four subtypes of fraud are identified. The cultural and social correlates of fraud are then considered. This discussion leads to suggestion that fraud may in certain circumstances be fostered by the hidden curriculum. The paper concludes with a consideration of the implications of educational fraud and an exploration of some possible means by which it could be combatted. Central issues here are (1) the links between fraud and dominant forms of educational evaluation which stress outcomes over process, and (2) the relevance of fraud to notions of citizenship and citizenship education.