In 2001, President Bush signed into law the No Child Left Behind Act, a bipartisan effort to mandate national education standards and increase federal funding of education. At the time, critics on both sides of the political spectrum were troubled by the expansion of federal power over education that the act represented and by the education standards the act mandated. Now, nearly half a decade later, has No Child Left Behind been a success? If not, how should it be reformed? Peter Robinson speaks with John E. Chubb and Martin Carnoy.
Martin Carnoy and Richard Rothstein have revised certain numbers cited in the story below about their report (What do international tests really show about U.S. student performance?) after being made aware of more accurate information concerning the survey and timing of U.S. students taking the PISA test in 2009. The revisions do not change the report’s conclusions.
Stanford education professor Martin Carnoy examines four main critiques of how international tests results are used in policymaking. Of particular interest are critiques of the policy analyses published by the Program for International Student Assessment (PISA).
An accurate comparison of nations' test scores must include a look at the social class characteristics of the students who take the test in each country, says Stanford education Professor Martin Carnoy.