Journal of Critical Issues in Educational Practice


assessment, testing


Since the enactment of the Elementary and Secondary Education Act in 1965, America’s schools have faced enhanced scrutiny by the public sector. Larger demands have been placed on children to perform at increasingly higher levels of achievement in reading and math, often beginning as early as kindergarten. Teachers and institutions of higher education have also felt the surge of outside pressure to “perform” wash over them.

Author Statement

Dr Diane Brantley is a professor in the College of Education at California State University San Bernardino.