Assessing No Child Left Behind and the Rise of Neoliberal Education Policies

By David Hursh. 2007

622 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/f3bd99b55628e2464d0d025091e3c25dc3998714

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Bree Picower
2. M. Francisco
3. Ye Wang
4. Maria C. Hartman
5. Sarah J. McCarthey
6. Joan L. Whipp

In Political Science and International Relations

1. Bree Picower
2. Sarah J. McCarthey

Citations in the corpus

• Resisting Compliance: Learning to Teach for Social Justice in a Neoliberal Context (2011, background): “These educators also struggle against policies that shift the blame of educational problems to low-income students of color rather than to the institutions that are failing them—policies such as high-stakes testing (Hursh, 2007) and youth criminalization (Ayers, Dohrn, & Ayers, 2001).”
• Inclusion and Special Education (2020, background): “This law had an even more impactful effect on special education, as standardized testing became the quality indicator of learning and schools started to be more academic centric [33].”
• The Impact of No Child Left Behind on Teachers' Writing Instruction (2008, methodology): “Using data from New York and Texas, Hursh (2007b) argues that NCLB has increased the high school drop-out rate and has failed to close the achievement gap or increase the rigor of curriculum.”