No Child Left Behind: Values and Research Issues in High‐Stakes Assessments |
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| Authors: | Maureen Duffy Victoria A Giordano Jill B Farrell Oneyda M Paneque Genae B Crump |
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| Institution: | 1. Department of Counseling, Barry University;2. Department of Curriculum and Instruction, Barry University;3. School of Education, Miami‐Dade College;4. Educator Preparation, Florida Department of Education, Tallahassee, Florida |
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| Abstract: | High‐stakes testing and mandated assessments, which are major outcomes of the No Child Left Behind Act of 2001 (NCLB; 2002) contain multiple embedded values that affect the lives of students, their families, teachers, and counselors. A primary embedded value within the NCLB is the privileging of quantitative science over other methods of inquiry and assessment. Thus, accountability, a cornerstone of NCLB legislation, has come to be understood in a narrow way and is valued primarily as a feature of quantitative assessment. This restricted view of accountability has had significant effects on how teachers and counselors organize their work with students. |
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