This paper provides historical background on the events that led to the No Child Left Behind Act of 2001 in the United States and Curriculum 2000 in England. It uses literature to illustrate and compare the school reforms, based in standardization and high stakes testing, that are currently underway in both nations. High stakes testing is shown to have little impact on student achievement scores, but high impact on the children, teachers, administrators, and schools involved. Concerns arise for both the current generations of children, especially "minority" children, that are impacted by the unfriendly policies in place now and for the path that the two nations are on for the future and its generations.
|Keywords:||School Reform, High Stakes Testing, Comparative Education|
Assistant Professor of Educational Studies, Metropolitan Center, State University of New York, Staten Island, New York, USA
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