Neo-Liberalism, Markets and Accountability: Transforming Education and Undermining Democracy in the United States and England

May combine two claims.

In the United States, the implementation of standards and standardized testing in states such as Texas and New York has resulted in more students leaving school, students living in poverty and students of color being forced out of school, and increasing disparity between the wealthier and poorer districts.

“In the United States, the implementation of standards and standardized testing in states such as Texas and New York has resulted in more students leaving school, students living in poverty and students of color being forced out of school, and increasing disparity between the wealthier and poorer districts (Haney, 2000;Orfield et al, 2004;Winter, 2004).”

• cites Haney, 2000 sourcePartly supported

  The section “Emphasis on TAAS contributes to retention in grade and dropping out of school” says Texas testing contributed to students leaving school, and “Emphasis on TAAS is particularly harmful to at-risk students” describes concerns about lower-income students. The paper also reports disproportionately poor progression for Black and Hispanic students in “Hazards of High Stakes Testing.” These passages do not establish the claim about New York or increasing disparities between wealthier and poorer districts; the evidence on lower-income students also does not specifically show that they were forced out of school. (LLM, conf=0.86)

  Experimental — accuracy not yet measured
• cites Orfield et al, 2004Not checked — no full text of the source
• cites Winter, 2004Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Both the United States and Great Britain have managed to introduce a market system into education, although England has implemented choice to a greater degree through open enrollment and the effective dissolution of the Local Education Authorities.

“Both countries have managed to introduce a market system into education, although England, through its open enrollment and the effective dissolution of the Local Education Authorities (LEAs), has implemented choice to a greater degree.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Eighteen states made graduation contingent on passing one or more standardized exams.

“Eighteen states made graduation contingent on passing one or more of the standardized exams.”

May combine two claims.

England, in an effort to ostensibly raise standards, has implemented more stringent curriculum requirements compared to the United States, and requires subject-area tests at several stages.

“England, in an effort to ostensibly raise standards, has implemented more stringent curriculum requirements compared to the United States, and requires subject-area tests at several stages.”

May combine two claims.

Standardized tests were introduced as part of the Education Reform Act of 1988 as a means to measure pupil performance at the end of four Key Stages and to make it possible for market forces to operate by providing a currency of information to fuel competition between schools.

“Standardized tests were introduced as part of the Education Reform Act of 1988 as a means to 'measure the performance of pupils at the end of four Key Stages, but also to make it possible for market forces to operate by providing a currency of information which would fuel competition between schools' (Broadfoot, 2001, p. 142).”

• cites Broadfoot, 2001Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

In the United States, the authors of A Nation at Risk connected education to the economy by explicitly blaming schools for the Reagan-induced economic recession of the early 1980s and for the United States falling behind other countries economically.

“Similarly, in the United States, the authors of A Nation at Risk (National Commission on Excellence in Education, 1982) connected education to the economy by explicitly blaming schools for the Reagan-induced economic recession of the early 1980s (Parenti, 1999) and for the United States falling behind other countries economically (Hursh & Apple, 1983).”

• cites Parenti, 1999 sourceNot checked — no full text of the source
• cites Hursh & Apple, 1983Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

In Rochester, the third largest district in New York, all the middle schools and most of the high schools are 'failing'.

“In Rochester, the third largest district in New York, all the middle schools and most of the high schools are 'failing'.”

May combine two claims.

Gewirtz shows that the already advantaged school is able to retain and attract more capable students while the school struggling to meet the needs of its low-income and migrant students cannot attract students and must accept the students excluded from the favored schools.

“Gewirtz shows how the already advantaged school is able to retain and attract more capable students while the school struggling to meet the needs of its low-income and migrant students cannot attract students and must accept the students excluded from the favored schools (p.66).”

• cites GewirtzNot matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

By 2001, of the 50 states, all but one had curricular standards and many had standardized tests.

“Beginning in the 1990s, states began developing curricular standards and standardized tests so that by 2001, of the 50 states, all but one had standards and many had standardized tests.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

In the United States, choice and competition have increased within school districts, particularly urban districts that use specialty schools as a way to balance integration throughout the district and retain middle-class and white students within the district.

“In the United States, choice and competition have increased within school districts, particularly urban districts (i.e.districts composed of a majority of students who are of color and/or poor) that use specialty schools as a way to balance integration throughout the district and retain middle-class and white students within the district.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

In 2003 in New York, 83% of the failing schools were located in the five largest cities and most of the remaining failing schools were in smaller urban areas.

“In 2003 in New York, 83% of the failing schools were located in the five largest cities and most of the remaining failing schools were in smaller urban areas.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Following the passage of NCLB in 2001, all states are required to have subject-area standards and standardized exams.

“Following the passage of NCLB in 2001, all states are required to have subject-area standards and standardized exams.”

May combine two claims.

The national curriculum in England is to occupy some 70 percent of school time in state schools and is accompanied by standard assessment tasks to be implemented at four Key Stages.

“The national curriculum is 'to occupy some 70 percent of school time in state schools' and is accompanied by standard assessment tasks (SATs) to be implemented at four Key Stages (Tomlinson, 2001, p. 56).”

• cites Tomlinson, 2001Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

By the late 1980s there was widespread agreement that some form of national curriculum was desirable and the perceived value of standardized assessments of nationally prescribed school knowledge was necessary to devolve more power to schools and to hold them accountable.

“But Edwards describes how by the late 1980s there was widespread agreement that some form of national curriculum was desirable and the perceived value of standardized assessments of nationally prescribed school knowledge was necessary to devolve more power to schools and to hold them accountable.”

• cites Edwards, 2001Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

Under NCLB all states are now required to develop standards and to give standardized tests in math, reading, and science.

“However, under NCLB all states are now required to develop standards and to give standardized tests in math, reading, and science.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

In states such as New York, the combination of federal and state testing requirements results in students facing a minimum of 33 standardized exams during their school career.

“In states such as New York, the combination of federal and state testing requirements results in students facing a minimum of 33 standardized exams during their school career.”

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

Neo-liberal governments desire to reduce funding for education while at the same time reorganizing education to fit the needs of the economy.

“Neo-liberal governments, therefore, desire to reduce funding for education while at the same time reorganizing education to fit the needs of the economy.”

May combine two claims.

Under neo-liberal post-welfare policies, inequality is a result of individuals' inadequacy, to be remedied by requiring individuals to become productive members of the workforce.

“Under neo-liberal post-welfare policies, inequality is a result of individuals' inadequacy, which is to be remedied not by increasing dependency through social welfare, but by requiring that individuals strive to become productive members of the workforce.”

May combine two claims.

In education, state regulation of markets exists in the form of standardized testing and reporting (school report cards in New York or league tables in England) and bureaucratic structures in which preferences are recorded and selections made.

“In education such regulation exists in the form of standardized testing and reporting (whether as 'school report cards' in New York or 'league tables' in England), and bureaucratic structures in which preferences are recorded and selections made.”

May combine two claims.

Neo-liberal governments retain legitimacy by blaming schools for the essential injustices and contradictions of capitalism, while they preserve inequalities through other policies such as taxation and reductions in social spending.

“Another way in which neo-liberal governments are able to retain their legitimacy is by blaming schools for the essential injustices and contradictions of capitalism, while they preserve inequalities through other policies such as taxation and reductions in social spending (Dale, 1989).”

• cites Dale, 1989Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

In England, choice exists, but choice exists more for some than others.

“In England choice exists, but choice exists more for some than others.”

May combine two claims.

Because 'success' or 'failure' has nothing to do with whether a school's scores are rising or falling but with whether the scores reach a rising minimum threshold, 'failing schools' are largely confined to districts that have large percentages of students living in poverty.

“Because 'success' or 'failure' has nothing to do with whether a school's scores are rising or falling but with whether the scores reach a rising minimum threshold, 'failing schools' are largely confined to those districts that have large percentages of students living in poverty (for more on how improving schools can be found to be 'failing' and declining schools can be found to be 'succeeding',”

• cites Hursh & Martina, 2003Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Choice within urban districts essentially redistributes students within schools already burdened with students with special needs or for whom English is a second language.

“However, choice within urban districts essentially redistributes students within schools already burdened with students with special needs or for whom English is a second language.”

May combine two claims.

The curriculum and accompanying tests continue to impact strongly the work of teachers and students, most significantly ending the influence teachers, students, parents, governors, LEAs, and independent bodies have on the curriculum.

“However, the curriculum and accompanying tests continue to impact strongly the work of teachers and students, most significantly ending the influence teachers, students, parents, governors, LEAs, and independent bodies have on the curriculum.”

Classified as probably not a substantial claim. May combine two claims.

Neo-liberalism emphasizes deregulation of the economy, trade liberalization, dismantling of the public sector, and predominance of the financial sector over production and commerce.

“In order to restore higher rates of profit, corporate and political leaders promoted neo-liberal policies that emphasize 'the deregulation of the economy, trade liberalization, the dismantling of the public sector [such as education, health, and social welfare], and the predominance of the financial sector of the economy over production and commerce' (Vilas, 1996).”

• cites Vilas, 1996 sourceNot checked — no full text of the source

Classified as probably not a substantial claim. May combine two claims.

In the range of political rationales, the neo-liberal alternative dominates, as does a particular emphasis on market mechanisms.

“Whitty et al analyzed the changing educational system in five countries and conclude that 'within the range of political rationales, it is the neo-liberal alternative which dominates, as does a particular emphasis on market mechanisms' (p.35).”

• cites Whitty et alNot matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S4 (based).

Because the public might object to cuts in social spending and increasing economic inequality, neo-liberal policy makers have packaged the reforms to make it appear that they are promoting equality.

“Because the public might object to cuts in social spending and increasing economic inequality, neo-liberal policy makers have skillfully packaged the reforms to make it appear that they are promoting equality.”

• AssumptionRests on an assumption: The public might object to cuts in social spending and increasing economic inequality.

May combine two claims.

Neo-liberal governments take less responsibility for the welfare of the individual; the individual becomes responsible for him or herself.

“Neo-liberal governments take less responsibility for the welfare of the individual; the individual becomes responsible for him or herself.”

May combine two claims.

The reforms in both countries have been characterized by efforts to standardize the curriculum, implement standardized tests to hold students, teachers, and schools accountable, increase school choice, and privatize education provision.

“The reforms have been characterized by efforts to standardize the curriculum, to implement standardized tests in order to hold students, teachers, and schools accountable, to increase school choice, and to privatize education provision.”

May combine two claims.

Because the reforms focus on turning schools into competitive markets in which students apply to the school they want to attend, children and their parents no longer have shared interests with other students and families and may become competitors for available openings.

“Because, as I will describe, the reforms focus on turning schools into competitive markets in which students apply to the school they want to attend, children and their parents no longer have shared interests with other students and families and, instead, may become competitors for the available openings.”

Classified as probably not a substantial claim. May combine two claims.

Neo-liberalism stresses privatization of public provision, deregulating private producers, greater pursuit of profit, and less regard for limiting social costs or redistribution based on nonmarket criteria.

“Tabb wrote that neo-liberalism stresses the privatization of the public provision of goods and services -moving their provision from the public sector to the private -along with deregulating how private producers can behave, giving greater scope to the single-minded pursuit of profit and showing significantly less regard for the need to limit social costs or for redistribution based on nonmarket”

• cites Tabb, 2002Not checked — no full text of the source

May combine two claims.

School choice, as promoted in the United States by the No Child Left Behind Act and in England by open enrollments, encourages parents to transfer their children from school to school, therefore undermining their allegiance to the local school and the incentive to engage in public discourse regarding the nature and purpose of schooling.

“However, school choice, as promoted in the United States by the No Child Left Behind Act (2001) (NCLB) and in England by open enrollments, encourages parents to transfer their children from school to school, therefore undermining their allegiance to the local school and the incentive to engage in public discourse regarding the nature and purpose of schooling.”

• AssumptionRests on an assumption: In the past, most students attended the local school to which they were assigned, learned from teachers who used and adapted the school's and district's curriculum, and were evaluated based primarily on teacher-prepared assessments.

Classified as probably not a substantial claim.

The aim of neoliberalism is to put into question all collective structures capable of obstructing the logic of the pure market.

“The aim of neoliberalism is to put into question all collective structures capable of obstructing the logic of the pure market.(Tabb, 2002, p. 7)”

• cites Tabb, 2002Not checked — no full text of the source

May combine two claims.

Current educational policies arise out of the need for governments to retain legitimacy by appearing to be doing something about increasing economic inequality, to support capital accumulation through reduction of taxes and education of workers, and, particularly for neoconservatives, to regain social control.

“I will argue that the current educational policies arise out of the need for governments to retain legitimacy by appearing to be doing something about the increasing economic inequality, to support capital accumulation through the reduction of taxes and the education of workers, and, particularly for neoconservatives in response to the social unrest of the 1960s and 1970s, to regain social control”

• cites Gewirtz, 2002Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

For policy makers in England, diversity refers to freeing schools from their local authorities, in particular the LEAs, which in some places, such as London, promoted progressive and equitable educational reforms.

“While one might assume that the goal of diversity includes responding to and attracting a diverse student body, for policy makers in England diversity refers to freeing schools from their local authorities, in particular the LEAs, which in some places, such as London, promoted progressive and equitable educational reforms.”

May combine two claims.

School district officials and parents are revealing that some tutoring programs are recruiting students with gifts such as computers and then, after receiving up to US$2000 from the federal government for each child, are failing to deliver services.

“School district officials and parents are revealing that some programs are recruiting students with gifts such as computers and then, after receiving up to US$2000 from the federal government for each child, are failing to deliver services.”

• cites Saulny, 2005Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

After failing to convince the State Education Department through documents and artifacts demonstrating their students' success, the 28 New York high schools brought a lawsuit against the state and lost at three court levels.

“After failing to convince the State Education Department through documents and artifacts demonstrating their students' success, the schools brought a lawsuit against the state, only to lose at the three court levels (Hursh & Martina, 2002).”

• cites Hursh & Martina, 2002Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

While the reforms are promoted as guaranteeing a quality education for all, because particularly in the United States the tests are flawed and because the culture of testing and choice is leading to increasing disparity between schools, the stated goals are unobtainable.

“Lastly, while the reforms are promoted as guaranteeing a quality education for all, because, particularly in the United States, the tests are flawed and because the culture of testing and choice is leading to increasing disparity between schools, the stated goals are unobtainable.”

May combine two claims.

In England, corporations can sponsor specialist schools, and through their sponsorship gain the ability to appoint the majority of the school board and control the direction and curriculum of the school.

“Corporations can sponsor 'specialist schools', and through their sponsorship gain the ability to appoint the majority of the school board and control the direction and curriculum of the school.”

• cites Peterson, 2004, p. 32Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

The new policies leave numerous contradictions and tensions unresolved, which create openings for more progressive reforms.

“However, the new policies leave numerous contradictions and tensions unresolved, which create openings for more progressive reforms.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

The long-range plan for the federal government may be to replace public schools with private schools.

“While the federal and state governments may be limiting the flexibility and creativity with which public schools can approach teaching and the curriculum, the long-range plan for the federal government may be to replace public schools with private.”

• AssumptionRests on an assumption: Socially conservative and neo-liberal foundations and think tanks heavily influence the Bush administration.
• AssumptionRests on an assumption: Leaders from these organizations advise and move in and out of leadership positions in the Bush administration, forming the brain trust behind the administration's support for educational markets and privatization of public education.

Classified as probably not a substantial claim.

Many have noted the contradiction between both countries' stated goal of promoting education innovation through competitive markets while at the same time limiting innovation through curriculum and assessment requirements.

“Many have noted the contradiction between both countries' stated goal of promoting education innovation through competitive markets while at the same time limiting innovation through curriculum and assessment requirements.”

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

Neo-liberal reforms can be criticized for not improving education and resulting in increasing inequality.

“In particular, neo-liberal reforms can be criticized for not improving education and resulting in increasing inequality.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

While grant-maintained schools no longer have to follow local requirements, they still must abide by the national curriculum and the standardized tests, therefore limiting their innovation.

“While grant-maintained schools no longer have to follow local requirements, they still must abide by the national curriculum and the standardized tests, therefore limiting their innovation.”

May combine two claims.

Opportunity does not equal equality and, under capitalism, with its need for profit and expanding markets, not only does not promote equality but also undermines it, as those who have capital in economic, cultural, and social forms are in the best position to gain from it.

“However, opportunity does not equal equality and, as Levitas points out, under capitalism, with its need for profit and expanding markets, not only does not promote equality but also undermines it, as those who have capital -in whatever form: economic, cultural, and social -are in the best position to gain from it (Levitas, 1998, p. 188).”

• cites Levitas, 1998, p. 188Not checked — no full text of the source

May combine two claims.

While the federal government aims to hold public schools accountable, there is no effort to develop regulations and to hold accountable the private tutoring companies.

“Further, while the federal government aims to hold public schools accountable, there is no effort to develop regulations and to hold accountable the private tutoring companies.”

• cites Saulny, 2005Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

In England education is seen as an opportunity for corporations to produce human capital for competitiveness in the global economy and to open up state education systems to private education-for-profit companies.

“Similarly, in England education is seen as an opportunity for corporations to 'produce human capital for competitiveness in the global economy' and 'to open up state education systems to private education-for-profit companies' (Hatcher, 2003, p. 1).”

• cites Hatcher, 2003, p. 1Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Not only does the market system exacerbate the inequalities between schools, but the competitive examination system also exacerbates inequalities within schools.

“Moreover, note Gillborn & Youdell, not only does the market system exacerbate the inequalities between schools, but the competitive examination system also exacerbates inequalities within schools.”

• cites Gillborn & Youdell, 2000Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

The Department of Education has thrown its support behind privatization by allocating funds to organizations that promote vouchers and to a US$50 million experimental voucher program in Washington, DC.

“The Department of Education, to an unprecedented degree, has thrown its support behind privatization by allocating funds to organizations that promote vouchers and to a US$50 million experimental voucher program in Washington, DC (Miner, 2004, p. 9).”

• cites Miner, 2004, p. 9Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

The second neo-liberal policy contradiction is between desiring competitive markets to promote innovation and diversity while constraining innovation by curriculum standards, in England by a national curriculum and high-stakes standardized tests.

“The second contradiction is between desiring competitive markets to promote innovation and diversity while constraining innovation by curriculum standards: in England by a national curriculum and highstakes standardized tests.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

The third neo-liberal policy contradiction is that markets are meant to promote competitive individualism, but some governments, most notably the Blair government's efforts to develop an inclusive society and the Clinton administration's notion that it takes a village to raise a child, have realized that individualism can be carried to an extreme.

“Third, markets are meant to promote competitive individualism; however, some governments, most notably the Blair government's efforts to develop an 'inclusive society' and the Clinton administration's notion that 'it takes a village to raise a child', have realized that individualism can be carried to an extreme.”

May combine two claims.

While neo-liberals and neoconservatives argued that market forces would promote diversity in the school curriculum and pedagogy, instituting curriculum requirements and standardized tests has undermined possibilities for such innovation.

“Second, while neo-liberals and neoconservatives argued that market forces would promote diversity in the school curriculum and pedagogy, instituting curriculum requirements and standardized tests has undermined possibilities for such innovation.”