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Hursh, David – Journal of Education Policy, 2013
Over the last almost two decades, high-stakes testing has become increasingly central to New York's schools. In the 1990s, the State Department of Education began requiring that secondary students pass five standardized exams to graduate. In 2002, the federal No Child Left Behind Act required students in grades three through eight to take math and…
Descriptors: High Stakes Tests, Public Education, Urban Schools, Standardized Tests
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Hursh, David – Race, Ethnicity and Education, 2007
The passage of the No Child Left Behind Act (NCLB) marks the largest intervention of the federal government into education in the history of the United States. NCLB received and continues to receive support, in part because it promises to improve student learning and to close the achievement gap between White students and students of color.…
Descriptors: Federal Legislation, White Students, Federal Government, Academic Achievement
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Hursh, David – British Educational Research Journal, 2005
Over the last decade education in the United States has undergone perhaps its most significant transformation. Where in the past public schools have been primarily under the control of the local community, control has shifted to the state and federal levels. Furthermore, state and federal governments have introduced standardized testing and…
Descriptors: Equal Education, High Stakes Tests, Standardized Tests, Federal Government
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Hursh, David – Policy Futures in Education, 2004
In the USA, many of the recent education reforms have been implemented in response to calls from neo-liberal and conservative policy makers to improve education efficiency and reduce public expenditures within an increasingly globalized economy. Consequently, local, state, and federal education policies increasingly employ curricular standards and…
Descriptors: Charter Schools, Democracy, High Stakes Tests, Educational Change