The Dissolution of Education Knowledge

Given the implementation of the No Child Left Behind (NCLB) Act, one might reasonably assume that the research literature on the effects of standardized testing would have been exposed, made widely familiar, and meticulously analyzed in the early 2000s. But just the opposite happened. As belief in t...

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Bibliographic Details
Published in:Educational horizons 2007-07, Vol.85 (4), p.232-247
Main Author: Phelps, Richard P.
Format: Article
Language:English
Subjects:
Academic journals
Celebrities
Education
Educational Policy
Educational research
Educational standards
Elementary Secondary Education
Federal Legislation
Funding
Literature
Literature Reviews
Marketing
No Child Left Behind Act 2001
Scholarly publishing
Standardized Tests
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Summary:Given the implementation of the No Child Left Behind (NCLB) Act, one might reasonably assume that the research literature on the effects of standardized testing would have been exposed, made widely familiar, and meticulously analyzed in the early 2000s. But just the opposite happened. As belief in the research literature's nonexistence has spread, efforts to reference it have become less thorough or casually dismissed. After all, why bother to search a literature you believe does not exist? As ironic (and inexplicable) as it may be, the bulk of an available research literature that could help guide the society in implementing its primary and most controversial education policy remains largely unknown. In this article, the author presents several factors and forces that currently serve, by intention or not, to dissolve education information. (Contains 15 notes.)
ISSN:0013-175X
2162-3163