States’ Expressed Versus Assessed Education Goals in the Era of Accountability: Implications for Positive Education

Abstract

This article addresses the shifting educational priorities in the accountability era by examining states’ expressed and assessed educational goals in relation to those goals enjoying historical and popular support. The authors argue that curricular restriction in response to federally influenced educational priorities limits individual and social growth, concluding that the 2014 No Child Left Behind ultimatum provides a ready catalyst for reorienting educational priorities to address more holistic aims grounded in research from positive psychology.

Key words:

• accountability
• positive education
• well-being