The educational reform initiative, the No Child Left Behind Act of 2001 (NCLB), seeks to manifest best practices to produce improved results that are linked to issues of competition, class, and race. The quest for good teaching and quality learning within today’s standardized system, however, is only one component to measure academic outcomes. It is imperative that testing does not become the marginalized remedy of educational inequalities because school accountability exceeds the boundaries of pedagogy and curriculum.
Conant, J. B. (1959). The American high school today. New York: McGraw-Hill.
3.
Friedman, M. (1962). Capitalism and freedom. Chicago: University of Chicago Press.
4.
Hernstein, R., & Murray, C. (1994). The bell curve: Intelligence and class structure in American life. New York: Free Press.
5.
Heubert, J. P., & Hauser, R. M. (Eds.). (1999). High stakes: Testing for tracking, promotion, and graduation. Washington, DC: National Academy Press.
6.
Irvine, J. (1990). Black students and school failure: Policies, practices, and prescriptions. Westport, CT: Greenwood.
7.
Jacobson, J., Olsen, C., Rice, J. K., Sweetland, S., & Ralph, J. (2001). Educational achievement and Black-White inequality (National Center for Education Statistics, Statistical Analysis Report No. NCES 2001-061). Washington, DC: Government Printing Office.
8.
Jencks, C. & Phillips, M. (Eds.). (1998). The black-white test score gap. Washington, DC: Brookings Institution.
9.
Johnston, R., & Viadero, D. (2000, March 15). Unmet promise: Raising minority achievement. Education Week, pp. 1-8.
10.
McNeil, L. M. (2000). Contradictions of school reform: Educational costs of standardized testing. New York: Routledge.
11.
Miller, L. S. (1995). An American imperative: Accelerating minority educational advancement. New Haven, CT: Yale University Press.
12.
Thernstrom, A. (1991). School choice in Massachusetts. Worchester, MA: David Printing Press.
