Over the past five years Arne Duncan and the Department of Education have whole-heartedly adopted value added metric (VAM) models for evaluating teacher effectiveness. Since then policies such as Race to the Top and groups such as the National Governors Association have been forcing states to integrate VAM’s into their educational plan. For many, however, this story is an old one. A new “revolutionary” or “innovative” evaluation tool comes on the scene with claims of magically curing many endemic educational problems such as the achievement gap or underperforming schools etc. Schools, it seems, especially since the Nation at Risk turning point in the early 1980’s, are a testing ground for new fangled technologies of student and now teacher assessment. Through the NCLB era testing regimes have been the primary technology (after all what is a test if not a tool of knowledge measurement applied to students’ bodies) through which student performance has been measured. Many people have also profited handsomely in the evaluation industry that produces testing material, curriculum, computer software, and grading services. The Pearson corporation, for example, brings in more than $9 billion annually. Add to this giant testing corporations such as CTB/McGraw Hill, ETS, and Houghton Mifflin Harcourt and many more billions are being harvested from the testing fields that schools in the U.S. have become.
Education in the Age of Biocapitalism
Choice: A Journal of the Association of College and Research Libraries of the American Library Association
"The book is a deep theoretical probe into the agenda and assumptions of current education policy initiatives and an important practical means for developing alternatives. This is a must have for all collections serving the social sciences, education, and education-related related fields."-Choice" More...2013 American Educational Studies Association Critics Choice Book Award
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