International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2009, Vol. 5(2) 6-22

Heuristics and NCLB Standardized Tests: A Convenient   Lie

Arnold Dodge

pp. 6 - 22   |  Manu. Number: ijpe.2009.005

Published online: June 15, 2009  |   Number of Views: 1  |  Number of Download: 22


Abstract

The No Child Left Behind Act of 2001 requires public schools in the United States to test students in grades 3-8.   The  author argues that this mandate has been supported   by the public, in part, because of the “availability heuristic,” a phenomenon which occurs when people assess the probability of an event by the  ease  with  which  instances or occurrences can be brought to mind. These  “mental short cuts,”  which tend to oversimplify complex issues, are being employed by policy-makers in  promoting standardized testing as the panacea for the problems of the public school system.  The premises of this campaign include the “good intentions” to “leave no   child behind,” the promise of improved accountability through high-stakes testing and the purported worthiness of test results. The author claims these premises are specious and examines their harmful potential for diverting resources, distracting educators and alarming children.

Keywords:


How to Cite this Article?

APA 6th edition
Dodge, A. (2009). Heuristics and NCLB Standardized Tests: A Convenient   Lie . International Journal of Progressive Education, 5(2), 6-22.

Harvard
Dodge, A. (2009). Heuristics and NCLB Standardized Tests: A Convenient   Lie . International Journal of Progressive Education, 5(2), pp. 6-22.

Chicago 16th edition
Dodge, Arnold (2009). "Heuristics and NCLB Standardized Tests: A Convenient   Lie ". International Journal of Progressive Education 5 (2):6-22.

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