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Unequal by design: High-stakes testi...

Au, Wayne W. K.

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Unequal by design: High-stakes testing and the standardization of inequality.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Unequal by design: High-stakes testing and the standardization of inequality./
Author:	Au, Wayne W. K.
Description:	270 p.
Notes:	Adviser: Michael W. Apple.
Contained By:	Dissertation Abstracts International68-04A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3261378

Unequal by design: High-stakes testing and the standardization of inequality.
Au, Wayne W. K.

Unequal by design: High-stakes testing and the standardization of inequality. - 270 p.

Adviser: Michael W. Apple.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2007.

Drawing on critical educational theory, in this dissertation the author analyzes the ways in which high-stakes testing contributes to the production and reproduction of social and economic inequalities in education. The author begins with an analysis of the historical origins of high-stakes tests, including their ideological and functional links to the eugenics movement and the structuring of schools around models of factory-like capitalist production. Then, the author follows with an analysis of how these origins manifest in contemporary educational ideologies, structures, and policies, including the No Child Left Behind legislation.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Unequal by design: High-stakes testing and the standardization of inequality.
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035 $a (UMI)AAI3261378
035 $a AAI3261378
040 $a UMI $c UMI
100 1 $a Au, Wayne W. K. $3 1277952
245 1 0 $a Unequal by design: High-stakes testing and the standardization of inequality.
300 $a 270 p.
500 $a Adviser: Michael W. Apple.
500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1296.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2007.
520 $a Drawing on critical educational theory, in this dissertation the author analyzes the ways in which high-stakes testing contributes to the production and reproduction of social and economic inequalities in education. The author begins with an analysis of the historical origins of high-stakes tests, including their ideological and functional links to the eugenics movement and the structuring of schools around models of factory-like capitalist production. Then, the author follows with an analysis of how these origins manifest in contemporary educational ideologies, structures, and policies, including the No Child Left Behind legislation.
520 $a Using the methodology of qualitative metasynthesis, the author then offers an empirical study of the ways in which high-stakes testing controls the curriculum, and argues that such control leads to increased educational inequality. Subsequently, employing the critical sociological analysis the author argues that, through the curricular control exerted by high-stakes tests, the social construction of knowledge and knowledge forms contained within high-stakes tests inherently structure unequal outcomes into the systems of testing themselves. Finally, based on the analysis completed in this dissertation, the author argues that, because the educational outcomes associated with high-stakes tests are thus unequal by design, the system of education can also be made equal by design through human intervention.
590 $a School code: 0262.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Tests and Measurements. $3 1017589
690 $a 0288
690 $a 0340
690 $a 0727
710 2 $a The University of Wisconsin - Madison. $3 626640
773 0 $t Dissertation Abstracts International $g 68-04A.
790 $a 0262
790 1 0 $a Apple, Michael W., $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3261378