Surveillance and educational testing: No child left behind and the remaking of American schools

Abstract

Educational testing launched under “No Child Left Behind” (NCLB) brings unprecedented levels of surveillance to public education in the U.S. The testing regime is moving American pedagogy away from types of teaching which are either politically disfavored or not easily tested. The impact of NCLB will be strongest in lower-income schools which fare poorly on such tests; these schools can expect to see sanctions, shaming, and a concomitant departure of committed families and teachers. The reshaping of American education wrought by NCLB compels us to reimagine mass surveillance as not primarily a means of watching the world, but as expressions of power capable of effecting significant changes in institutions and behaviors.

Citation

Gilliom, J. (2008), "Surveillance and educational testing: No child left behind and the remaking of American schools", Deflem, M. and Ulmer, J.T. (Ed.) Surveillance and Governance: Crime Control and Beyond (Sociology of Crime, Law and Deviance, Vol. 10), Emerald Group Publishing Limited, Leeds, pp. 305-325. https://doi.org/10.1016/S1521-6136(07)00214-X