Published In
International Journal of Progressive Education
Document Type
Article
Publication Date
2009
Subjects
No Child Left Behind Act, Educational law and legislation, Educational tests and measurements
Abstract
NOTICE: This article is in Chinese
The driving forces behind the recent educational policies of the No Child Left Behind Act passed in 2001 are neoliberal social and economic policies that favour outsourcing and downsizing methods of production in the name of flexibility and efficiency. Under the neoliberal economic model, schools must perform similarly to corporate entities. Just as the Dow Jones stock indices measure the performance of companies and represent the pulse of Wall Street, so too the Adequate Yearly Progress Report (AYP) measures and ranks the performance of public schools. One of the most pernicious results of the No Child Left Behind Act is that states can now indefinitely close or restructure "underperforming schools," those that fail to meet the requirements established by the AYP.
Persistent Identifier
http://archives.pdx.edu/ds/psu/10188
Citation Details
Farahmandpur, R. and McLaren, P. (2009). The pedagogy of oppression: A brief look at the ‘No Child Left Behind.’ International Journal of Progressive Education, 5 (1), 69-77.
Description
The article was translated by Liang Meng, Portland State University.
This is the publisher's final PDF. The article was originally published in the International Journal of Progressive Education (http://inased.org/ijpe.htm)