References
- Abrams , L. M. , Pedulla , J. J. and Madaus , G. F. 2003 . Views from the classroom: Teachers’ opinions of statewide testing programs . Theory Into Practice , 42 (1) : 18 – 29 .
- Agee , J. 2004 . Negotiating a teaching identity: An African American teacher’s struggle to teach in test‐driven contexts . Teachers College Record , 106 (4) : 747 – 774 .
- Altwerger , B. , ed. 2005 . Reading for profit: How the bottom line leaves kids behind , Portsmouth, NH : Heinemann .
- Apple , M. W. 1979/2004 . Ideology and curriculum , New York : RoutledgeFalmer .
- Apple , M. W. 1986 . Teachers and texts: A political economy of class and gender relations in education , New York : Routledge & Kegan Paul .
- Apple , M. W. 1995 . Education and power , New York : Routledge .
- Apple , M. W. 2000 . Official knowledge: Democratic education in a conservative age , New York : Routledge .
- Apple , M. W. 2006 . Educating the “Right” Way: Markets, standards, god, and inequality , New York : Routledge .
- Apple , M. W. and Beyer , L. E. 1988 . “ Social evaluation of curriculum ” . In The curriculum: Problems, politics, and possibilities , Edited by: Beyer , L. E. and Apple , M. W. 334 – 349 . Albany : State University of New York Press .
- Apple , M. W. and Jungck , S. 1990 . “You don’t have to be a teacher to teach this unit”: Teaching, technology, and gender in the classroom . American Educational Research Journa , 27 (2) : 227 – 251 .
- Au , W. 2007 . High‐Stakes testing and curricular control: a qualitative metasynthesis . Educational Researcher , 36 (5) : 258 – 267 .
- Au , W. 2008 . Between education and the economy: high stakes testing and the contradictory location of the new middle class . Journal of Education Policy , 23 (5) : 501 – 513 .
- Au , W. 2009a . Obama where art thou? Hoping for change in U.S. education policy . Harvard Educational Review , 79 (2) : 309 – 320 .
- Au , W. 2009b . Unequal by Design: High‐stakes Testing and the Standardization of Inequality , New York : Routledge .
- Berlak , H. 2000 . “ Cultural politics, the science of assessment and democratic renewal of public education ” . In Assessment: social practice and social product , Edited by: Filer , A. 189 – 207 . New York : RoutledgeFalmer .
- Berlak , H. 2003 . The ‘no child left behind act’ and teaching reading , Tempe, AR : Arizona State University, College of Education, Language Policy Research Unit, Educational Policy Studies Laboratory .
- Bobbitt , J. F. 1912 . The elimination of waste in education . The Elementary School Teacher , 12 (6) : 259 – 271 .
- Bobbitt , J. F. 1913 . The supervision of city schools: the twelfth yearbook of the national society for the study of education , Bloomington, IL : Public School Pub. .
- Bobbitt , J. F. 1920 . “ The objectives of secondary education ” . In Curriculum: frameworks, criticism, and theory , Edited by: Gress , J. R. 135 – 144 . Richmond, CA : McCutchan Publishing Corporation, 2002, originally published 1920 .
- Braverman , H. 1974 . Labor and monopoly capital: the degradation of work in the twentieth century , New York : Monthly Review Press .
- Brimijoin , K. 2005 . Differentiation and high‐stakes testing: an oxymoron? . Theory Into Practice , 44 (3) : 254 – 261 .
- Brosio , R. A. 1994 . A radical democratic critique of capitalist education , New York : Peter Lang .
- Burch , P. 2006 . The new educational privatization: educational contracting and high stakes accountability . Teachers College Record , 108 (12) : 2582 – 2610 .
- Burch , P. 2007 . Educational policy and practice from the perspective of institutional theory: crafting a wider lens . Educational Researcher , 36 (2) : 84 – 95 .
- Callahan , R. E. 1964 . Education and the cult of efficiency: a study of the social forces that have shaped the administration of the public schools , Chicago : University of Chicago Press .
- Carlson , D. L. 1988a . “ Beyond the reproductive theory of teaching ” . In Bowles and Gintis revisited: correspondence and contradiction in educational theory , Edited by: Cole , M. 158 – 173 . New York : The Falmer Press .
- Carlson , D. L. 1988b . “ Curriculum planning and the state: the dynamics of control in education ” . In The curriculum: problems, politics, and possibilities , Edited by: Beyer , L. E. and Apple , M. W. 98 – 115 . Albany : State University of New York Press .
- Castells , M. 1993 . “ The informational economy and the new international division of labor ” . In The new global economy in the information age: reflections on our changing world , Edited by: Carnoy , M. , Castells , M. , Cohen , S. S. and Cardoso , F. H. 15 – 43 . University Park, Pennsylvania : The Pennsylvania State University Press .
- CEP . 2007 . Choices, changes, and challenges: curriculum and instruction in the NCLB era , Washington, D.C. : Center on Education Policy .
- Chapman , P. D. 1988 . Schools as sorters: Lewis m. Terman, applied psychology, and the intelligence testing movement, 1890–1930 , New York : New York University Press .
- Clarke , M. , Shore , A. , Rhoades , K. , Abrams , L. M. , Miao , J. and Li , J. 2003 . Perceived effects of state‐mandated testing programs on teaching and learning: findings from interviews with educators in low‐, medium‐, and high‐stakes states , Boston : National Board on Educational Testing and Public Policy, Lynch School of Education, Boston College .
- Coles , G. 2000 . Misreading reading: the bad science that hurts children , Portsmouth, New Hampshire : Heinemann .
- Coles , G. 2003 . Reading the naked truth: literacy, legislation, and lies , Portsmouth, New Hampshire : Heinemann .
- Collin , R. and Apple , M. W. 2007 . Schooling, literacies, and biopolitics in the global age . Discourse: Studies in the Cultural Politics of Education , 28 (4) : 433 – 454 .
- Cooper , J. D. , Pikulski , J. J. , Ackerman , P. A. , Au , K. H. , Chard , D. J. , Garcia , G. G. , Goldenbert , C. N. , Lipson , M. Y. , Page , S. E. , Templeton , S. , Valencia , S. W. and Vogt , M. 2003 . Houghton Mifflin reading: a legacy of literacy , Boston : Houghton Mifflin .
- Crocco , M. S. and Costigan III , A. T. 2006 . High‐stakes teachings: what’s at stake for teachers (and students) in the age of accountability . The New Educator , 2 (1) : 1 – 13 .
- Crocco , M. S. and Costigan III , A. T. 2007 . The narrowing of curriculum and pedagogy in the age of accountability: urban educators speak out . Urban Education , 42 (6) : 512 – 535 .
- Cuban , L. 2004 . The blackboard and the bottom line: why schools can’t be businesses , Cambridge, MA : Harvard University Press .
- Cwikla , J. 2007 . The trials of a poor middle school trying to catch up in mathematics: teachers’ multiple communities of practice and the boundary encounters . Education and Urban Society , 39 (4) : 554 – 583 .
- Darling‐Hammond , L. 2007 . Race, inequality and educational accountability: the irony of ‘No Child Left Behind’ . Race, Ethnicity, and Education , 10 (3) : 245 – 260 .
- De Lissovoy , N. and McLaren , P. 2003 . Educational ‘accountability’ and the violence of capital: a Marxian reading . Journal of Educational Policy , 18 (2) : 131 – 143 .
- Debray , E. , Parson , G. and Avila , S. 2003 . “ Internal alignment and external pressure ” . In The new accountability: high schools and high‐stakes testing , Edited by: Carnoy , M. , Elmore , R. and Siskin , L. S. 55 – 85 . New York : RoutledgeFalmer .
- Eisenhart , M. and Town , L. 2003 . Contestation and change in national policy on ‘Scientifically based’ education research . Educational Researcher , 32 (7) : 31 – 38 .
- Eisner , E. W. 2001 . What does it mean to say a school is doing well? . Phi Delta Kappan , 82 (5) : 367 – 372 .
- Ellis , M. W. 2008 . Leaving no child behind yet allowing none too far ahead: ensuring (in)equity in mathematics education through the science of measurement and instruction [Electronic Version], Teachers College Record 110 Available online at: http://www.tcrecord.org/content.asp?contentid=14757c), accessed 19 November 2007
- Foucault , M. 1995 . Discipline and punish: the birth of the prison , New York : Vintage Books .
- Garan , E. M. 2005 . “ Scientific flimflam: a who’s who of entrepreneurial research ” . In Reading for profit: how the bottom line leaves kids behind , Edited by: Altwerger , B. 21 – 32 . Portsmouth, NH : Heinemann .
- Gayler , K. 2005 . How have exit exams changed our schools? Some perspectives from Virginia and Maryland , Washington, D.C. : Center on Education Policy .
- Gehrke , N. J. , Knapp , M. S. and Sirotnik , K. A. 1992 . Chapter 2: in search of the school curriculum . Review of Research in Education , 18 : 51 – 110 .
- Gerstl‐Pepin , C. I. and Woodside‐Jiron , H. 2005 . Tensions between the ‘Science’ Of reading and a ‘Love of learning’: one high‐poverty school’s struggle with NCLB . Equity & Excellence in Education , 38 (3) : 232 – 241 .
- Hampton , E. 2005 . “ Standardized or sterilized? Differing perspectives on the effects of high‐stakes testing in west Texas ” . In Leaving children behind: how ‘Texas‐style’ accountability fails Latino youth , Edited by: Valenzuela , A. 179 – 199 . Albany, New York : State University of New York .
- Hanson , A. F. 2000 . “ How tests create what they are intended to measure ” . In Assessment: social practice and social product , Edited by: Filer , A. 67 – 81 . New York : RoutledgeFalmer .
- Hillocks , G. Jr. 2002 . The testing trap: how state writing assessments control learning , New York : Teachers College Press .
- Hursh , D. W. 2007 . Exacerbating inequality: the failed promise of the no child left behind act . Race, Ethnicity, and Education , 10 (3) : 295 – 308 .
- Hursh , D. W. and Ross , E. W. 2000 . “ Democratic social education: social studies for social change ” . In Democratic social education: social studies for social change , Edited by: Hursh , D. W. and Ross , E. W. 1 – 22 . New York : Falmer Press .
- Jaeger , E. 2006 . Silencing teachers in an era of scripted reading . Rethinking Schools , 20 (3) : 39 – 41 .
- Jones , B. D. and Egley , R. J. 2004 . Voices from the frontlines: teachers’ perceptions of high‐stakes testing [Electronic Version] . Education Policy Analysis Archives , : 12 Available online at: http://epaa.asu.edu/epaa/v12n39/), accessed 8 February 2005
- Kalantzis , M. and Cope , B. 2000 . “ Changing the role of schools ” . In Multiliteracies: literacy learning and the design of social futures , Edited by: Cope , B. and Kalantzis , M. 121 – 148 . New York : Routledge .
- Kliebard , H. M. 1975a . “ Bureaucracy and curriculum theory ” . In Curriculum theorizing: the reconceptualists , Edited by: Pinar , W. F. 51 – 69 . Berkeley, CA : McCutchan Publishing .
- Kliebard , H. M. 1975b . “ Reappraisal: The Tyler rationale ” . In Curriculum theorizing: the reconceptualists , Edited by: Pinar , W. F. 71 – 83 . Berkeley : California: McCutchan Publishing .
- Kliebard , H. M. 1979 . “ The drive for curriculum change in the United States, 1890–1920. Part I ‐ the ideological roots of curriculum as a field of specialization ” . In Curriculum: framework, criticism, and theory , Edited by: Gress , J. R. 67 – 81 . Richmond, CA : McCutchan Publishing Corporation, 2002 .
- Kliebard , H. M. 1995 . The Tyler rationale revisited . Journal of Curriculum Studies , 27 (1) : 81 – 88 .
- Kliebard , H. M. 2004 . The struggle for the American curriculum, 1893–1958 , New York, NY : RoutledgeFalmer .
- Knoll , M. 2009 . From Kidd to Dewey: the origin and meaning of ‘Social efficiency’ . Journal of Curriculum Studies , 41 (3) : 361 – 391 .
- Kornhaber , M. L. and Orfield , G. 2001 . “ High‐stakes testing policies: examining their assumptions and consequences ” . In Raising standards or raising barriers? Inequality and high‐stakes testing in public education , Edited by: Orfield , G. and Kornhaber , M. L. 1 – 18 . New York : Century Foundation Press .
- Kumashiro , K. 2008 . The seduction of common sense: how the right has framed the debate on America’s schools , New York : Teachers College Press .
- Land , R. and Moustafa , M. 2005 . “ Scripted reading instruction: help or hindrance? ” . In Reading for profit: how the bottom line leaves kids behind , Edited by: Altwerger , B. 63 – 77 . Portsmouth, NH : Heinemann .
- Lemann , N. 1999 . The big test: the secret history of the American meritocracy , New York : Farrar, Straus, and Giroux .
- Lipman , P. 2004 . High stakes education: inequality, globalization, and urban school reform , New York : RoutledgeFalmer .
- Luna , C. and Turner , C. L. 2001 . The impact of the MCAS: teachers talk about high‐stakes testing . English Journal , 91 (1) : 79 – 87 .
- Madaus , G. F. 1994 . A technological and historical consideration of equity issues associated with proposals to change the nation’s testing policy . Harvard Educational Review , 64 (1) : 76 – 95 .
- Mahiri , J. 2005 . From 3 r’s to 3 c’s: corporate curriculum and culture in public schools . Social Justice , 32 (3) : 72 – 88 .
- McCarthey , S. J. 2008 . The impact of no child left behind on teachers’ writing instruction . Written Communication , 25 (4) : 462 – 505 .
- McGuire , M. E. 2007 . What happened to social studies? . Phi Delta Kappan , 88 (8) : 620 – 624 .
- McNeil , L. M. 2000 . Contradictions of school reform: educational costs of standardized testing , New York : Routledge .
- McNeil , L. M. 2005 . “ Faking equity: high‐stakes testing and the education of Latino youth ” . In Leaving children behind: how ‘Texas‐style’ accountability fails Latino youth , Edited by: Valenzuela , A. 57 – 112 . Albany, New York : State University of New York .
- Menter , I. , Muschamp , Y. , Nicholl , P. , Ozga , J. and Pollard , A. 1997 . Work and identity in the primary school , Philadelphia : Open University Press .
- Meyer , R. J. 2002 . Captives of the script: killing us softly with phonics . Language Arts , 79 (6) : 452 – 461 .
- Moe , T. M. 2003 . “ Politics, control, and the future of school accountability ” . In No child left behind?: the politics and practice of school accountability , Edited by: Peterson , P. E. and West , M. R. 80 – 106 . Washington, D.C. : Brookings Institution Press .
- Nichols , S. L. and Berliner , D. C. 2007 . Collateral damage: how high‐stakes testing corrupts America’s schools , Cambridge, MA : Harvard Education Press .
- Nichols , S. L. , Glass , G. V. and Berliner , D. C. 2005 . High‐stakes testing and student achievement: problems for the no child left behind act (No. EPSL‐0509‐105‐EPRU) , Tempe, AZ : Education Policy Research Unit, Education Policy Studies Laboratory, College of Education, Division of Educational Leadership and Policy Studies, Arizona State University .
- Noble , D. F. 1977 . America by design: science, technology, and the rise of corporate capitalism , New York : Alfred A. Knopf .
- Null , W. J. 2004 . Social efficiency splintered: multiple meanings instead of the hegemony of one . Journal of Curriculum and Supervision , 19 (2) : 99 – 124 .
- Pedulla , J. J. , Abrams , L. M. , Madaus , G. F. , Russell , M. K. , Ramos , M. A. and Miao , J. 2003 . Perceived effects of state‐mandated testing programs on teaching and learning: findings from a national survey of teachers , Boston : National Board on Educational Testing and Public Policy, Lynch School of Education, Boston College .
- Perreault , G. 2000 . The classroom impact of high‐stress testing . Education , 120 (4) : 705 – 710 .
- Porter , A. C. , Polikoff , M. S. and Smithson , J. 2009 . Is there a de facto national intended curriculum? Evidence from state content standards . Educational Evaluation and Policy Analysis , 31 (3) : 238 – 268 .
- Posner , G. J. 1988 . “ Models of curriculum planning ” . In The curriculum: problems, politics, and possibilities , Edited by: Beyer , L. E. and Apple , M. W. 77 – 97 . Albany, New York : State University of New York Press .
- Renter , D. S. , Scott , C. , Kober , N. , Chudowsky , N. , Joftus , S. and Zabala , D. 2006 . From the capital to the classroom: year 4 of the No Child Left Behind Act , Washington, D.C. : Center on Education Policy .
- Rosenbusch , M. H. 2005 . The No Child Left Behind Act and teaching and learning languages in U.S. Schools . The Modern Language Journal , 89 (2) : 250 – 261 .
- Sacks , P. 1999 . Standardized minds: the high price of America’s testing culture and what we can do to change it , Cambridge, MA : Perseus Books .
- Smith , M. L. 1991 . Put to the test: the effects of external testing on teachers . Educational Researcher , 20 (5) : 8 – 11 .
- Smith , M. L. 2004 . Political spectacle and the fate of American schools , New York : RoutledgeFalmer .
- Taylor , G. , Shepard , L. , Kinner , F. and Rosenthal , J. 2001 . A survey of teachers’ perspectives on high‐stakes testing in Colorado: what gets taught, what gets lost , Boulder, CO : CRESST/CREDE/University of Colorado at Boulder; National Center for Research on Evaluation, Standards, and Student Testing, Graduate School of Education & Information Studies, University of California, Los Angeles; Center for Research on Evaluation, Diversity and Excellence, University of California, Santa Cruz .
- Toch , T. 2006 . Margins of error: the education testing industry in the no child left behind era , Washington, D.C. : Education Sector .
- U.S. Department of Education . 2002 . No Child Left Behind: a desktop reference , Washington, D.C. : U.S. Department of Education, Office of the Under Secretary .
- van Hover , S. D. and Heinecke , W. 2005 . “ The impact of accountability reform on the ‘wise practice’ of secondary history teachers: The Virginia experience ” . In Wise social studies teaching in an age of high‐stakes testing , Edited by: Yeager , E. A. , Davis , J. and O. L. 89 – 105 . Greenwich, CT : Information Age Publishing .
- Vinson , K. D. and Ross , E. W. 2003 . “ Controlling images: the power of high‐stakes testing ” . In Education as enforcement: the militarization and corporatization of schools , Edited by: Saltman , K. J. and Gabbard , D. A. 241 – 258 . New York : RoutledgeFalmer .
- Vogler , K. E. 2005 . Impact of a high school graduation examination on social studies teachers’ instructional practices . Journal of Social Studies Research , 29 (2) : 19 – 33 .
- von Zastrow , C. 2004 . Academic atrophy: the condition of the liberal arts in America’s public schools , Washington, D.C. : Council for Basic Education .
- Wößmann , L. 2003 . “ Central exit exams and student achievement: International evidence ” . In No child left behind?: the politics and practice of school accountability , Edited by: Peterson , P. E. and West , M. R. 292 – 324 . Washington, D.C. : Brookings Institution Press .