No Child Left Behind: Values and Research Issues in High-Stakes Assessments

✍ Scribed by Maureen Duffy; Victoria A. Giordano; Jill B. Farrell; Oneyda M. Paneque; Genae B. Crump

• Book ID: 102288457
• Publisher: American Counseling Association
• Year: 2009
• Tongue: English
• Weight: 141 KB
• Volume: 53
• Category: Article
• ISSN: 0160-7960
• DOI: 10.1002/j.2161-007x.2009.tb00113.x

✦ Synopsis

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.