The Idiocy of Policy: The Anti-Democratic Curriculum of High-stakes Testing

Wayne Au

Abstract


Making use of the body of literature outlining the various controlling aspects of high-stakes testing on classroom practice, the analysis presented here finds that vertical hierarchies are both established and maintained through the top-down structure of education policies in the United States, as exemplified by the No Child Left Behind Act. By looking at the effects of such policies through Parker’s (2005) discussion of key aspects of democratic education, this article finds that educational policies based upon systems of high-stakes, standardized testing represent a curriculum that teaches anti-democracy.


Keywords


High-Stakes Testing; Critical Policy Analysis; Democratic Education; Educational Policy; Testing; No Child Left Behind; Democratic Education; Standardized Testing; Accountability

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ISSN 1920-4175 Critical Education