The DOI matches its Crossref record; 43 of the 43 references it cites were found in a registry or an index; 3 of the 45 sources its claims cite were checked for support.
Neo-Liberalism, Markets and Accountability: Transforming Education and Undermining Democracy in the United States and England
Open accessAbstract
Education in both England and the United States has undergone a profound change over the last two decades as part of neo-liberal and neoconservative political reforms. 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. While the reforms in both countries have similarities, differences in the structures of schooling and in the relative political strength of neoconservatives and neo-liberals help to account for policy divergence.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
This article argues that education reforms in the United States and England since the 1980s reflect neo-liberal and neoconservative agendas centered on markets, choice, standards, testing, accountability, and privatization. It contends these reforms undermine democratic public schooling and fail to achieve their stated goals of equity and improved education.
Key findings
- Both countries standardized curricula and assessments, expanded school choice, and increased privatization, though England implemented choice more fully through open enrollment and the effective dissolution of Local Education Authorities, while the US retained more state and local authority until No Child Left Behind (NCLB).
- Neo-liberal markets in education depend on state regulation rather than being self-regulating: standardized testing and reporting, such as New York “school report cards” or England’s “league tables,” are necessary to make choice and competition operate.
- The reforms exacerbate inequality: in 2003 in New York, 83% of failing schools were in the five largest cities; in England, open enrollment and league tables advantage schools with more advantaged students and disadvantage those serving low-income, disabled, and English-language-learner students.
- Privatization expanded through vouchers, charter schools, and private tutoring: the Bush administration granted US$77.6 million from 2001 to 2003 to groups promoting voucher programs, supported a US$50 million experimental voucher program in Washington, DC, and under NCLB failing schools’ funds could go to private tutoring providers receiving up to US$2000 per child.
Methods
- Comparative policy analysis and critical essay synthesizing secondary literature, policy documents, and prior studies rather than presenting new empirical data.
- The paper compares the US and England across five themes: choice/markets, curricular standards, assessment and accountability, diversity, and privatization, summarized in Table I.
- It draws on cited research and examples, including NCLB, England’s Education Reform Act 1988, national curriculum, GCSEs, league tables, open enrollment, grant-maintained schools, and charter schools.
Limitations
- The paper states it is a short article that “cannot do justice” to the issues and that it risks “greatly oversimplifying” the social and economic changes.
- Evident from the text: it relies heavily on secondary sources and selected examples rather than systematic original data collection or causal analysis.
- Evident from the text: its scope is limited to the US and England and to developments through the early 2000s, so findings may not generalize to other systems or later policy changes.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
3 of 45 cited sources checked · 2 supported · 0 flagged · accuracy not yet measured
Every source the paper cites for this claim was checked and supports it.
In the paper
“Markets, argue Thrupp & Willmott, do not solve the problem of adequately preparing students given our unequal institutions, inadequate funding, and the focus on preparing students for tests rather than the complex and varied skills required for real learning (Thrupp & Willmott, 2003, p. 236).”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Contradictions and Tensions
What the sources say
- Supportedcites Thrupp & Willmott, 2003, p. 236
In “Polarization” (page unavailable), the paper says market-linked funding leaves some schools poorly resourced and reinforces inequalities between schools. In “Narrowing the educational focus and the loss of authenticity” (page unavailable), it says testing encourages teaching to the test and restricts what students learn. These passages support the paraphrase, though the copy does not provide page numbers to check the cited p. 236. (LLM, conf=0.91)
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“However, as Thrupp & Willmott point out, all markets, ranging from international trade, to local farmers' markets, to school choice, depend on the state for regulation.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Contradictions and Tensions
What the sources say
- Supportedcites Thrupp & Willmott, 2003
In “The transcendental argument,” the paper states that market exchange requires state involvement and that the need for state control persists in education. “The market: Hayek, contradiction and the transcendental argument” also says markets need extensive regulation to function. The paper uses a local fruit-and-vegetable market as an example; its general claim covers the cited range without listing international trade separately. (LLM, conf=0.91)
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Supported
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Studies by Ball (1990Ball ( , 2003)), Bowe et al (1992), Gewirtz et al (1995) and Ball et al (1996) demonstrate that choice policies increase social class segregation in schools (cited in Tomlinson, 2001, p. 73).”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Choice (markets)
What the sources say
- Not matchedcites Ball
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Bowe et al
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Gewirtz et al
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“Under NCLB, public schools that fail to make AYP for five years can be converted into charter schools.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Privatization
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIn the paper
“as workers earned and spent more, businesses' net rate of profit fell by more than 50% between 196550% between and 197450% between (Parenti, 1999, p. 118), p. 118).”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Abstract
What the sources say
- Not checked — no full text of the sourcecites Parenti, 1999 source
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesNone of the sources cited for this claim have been checked yet.
In the paper
“Furthermore, other studies have shown how the process of selecting and applying to schools favors middle-class families.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Choice/Markets
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesNone of the sources cited for this claim have been checked yet.
In the paper
“A national curriculum was instituted in 1988 to occupy 70% of the time in state schools.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Choice, Standards/Assessments, Diversity, and Privatization
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesThe paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“By 1992 only one of 60 schools had opted to become a GMS.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Diversity
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesThe paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Instead of all schools being controlled by their LEAs, the Education Act of 1988 introduced the possibility for parents to vote to have their school secede from the authority of the LEA and re-establish their school as a grant-maintained school (GMS) financed by the central government and run by its governing body.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Diversity
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“While the reforms in both countries have similarities, differences in the structures of schooling and in the relative political strength of neoconservatives and neo-liberals help to account for policy divergence.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes? Based: unclear
- It may state two separate claims as one. 42
- Probably not a substantial claim. 21
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“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).”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Contradictions and Tensions
What the sources say
- Partly supportedcites Haney, 2000 sourceExperimental — accuracy not yet measured
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)
- Not checked — no full text of the sourcecites Orfield et al, 2004
- Not matchedcites Winter, 2004
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Partly supported
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Choice, Standards/Assessments, Diversity, and Privatization
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Eighteen states made graduation contingent on passing one or more of the standardized exams.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Choice, Standards/Assessments, Diversity, and Privatization
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Standards and Assessments
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
In the paper
“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).”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Assessment and accountability
What the sources say
- Not matchedcites Broadfoot, 2001
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“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).”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Abstract
What the sources say
- Not checked — no full text of the sourcecites Parenti, 1999 source
- Not matchedcites Hursh & Apple, 1983
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In Rochester, the third largest district in New York, all the middle schools and most of the high schools are 'failing'.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Choice/Markets
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
In the paper
“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).”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Choice/Markets
What the sources say
- Not matchedcites Gewirtz
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Choice, Standards/Assessments, Diversity, and Privatization
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Choice, Standards/Assessments, Diversity, and Privatization
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Choice/Markets
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Following the passage of NCLB in 2001, all states are required to have subject-area standards and standardized exams.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Choice, Standards/Assessments, Diversity, and Privatization
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“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).”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Standards and Assessments
What the sources say
- Not matchedcites Tomlinson, 2001
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Not matched
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Standards and Assessments
What the sources say
- Not matchedcites Edwards, 2001
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“However, under NCLB all states are now required to develop standards and to give standardized tests in math, reading, and science.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Standards and Assessments
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Standards and Assessments
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Neo-liberal governments, therefore, desire to reduce funding for education while at the same time reorganizing education to fit the needs of the economy.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Abstract
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“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).”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Abstract
What the sources say
- Not matchedcites Dale, 1989
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In England choice exists, but choice exists more for some than others.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Choice/Markets
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“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',”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Choice/Markets
What the sources say
- Not matchedcites Hursh & Martina, 2003
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Choice, Standards/Assessments, Diversity, and Privatization
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Standards and Assessments
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes? Based: unclearIt may state two separate claims as one.
In the paper
“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).”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Abstract
What the sources say
- Not checked — no full text of the sourcecites Vilas, 1996 source
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
In the paper
“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).”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Abstract
What the sources say
- Not matchedcites Whitty et al
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. The paper may give no reason why it holds.
- Rests on an assumption: The public might object to cuts in social spending and increasing economic inequality.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Neo-liberal governments take less responsibility for the welfare of the individual; the individual becomes responsible for him or herself.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Abstract
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“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”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Abstract
What the sources say
- Not checked — no full text of the sourcecites Tabb, 2002
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Rests 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.
In the paper
“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)”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Abstract
What the sources say
- Not checked — no full text of the sourcecites Tabb, 2002
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
In the paper
“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”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Abstract
What the sources say
- Not matchedcites Gewirtz, 2002
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Diversity
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Contradictions and Tensions
What the sources say
- Not matchedcites Saulny, 2005
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Not matched
In the paper
“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).”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Diversity
What the sources say
- Not matchedcites Hursh & Martina, 2002
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Contradictions and Tensions
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes? Based: unclearIt may state two separate claims as one.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Privatization
What the sources say
- Not matchedcites Peterson, 2004, p. 32
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, the new policies leave numerous contradictions and tensions unresolved, which create openings for more progressive reforms.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Contradictions and Tensions
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Privatization
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
- Rests on an assumption: Socially conservative and neo-liberal foundations and think tanks heavily influence the Bush administration.
- Rests 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.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Standards and Assessments
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In particular, neo-liberal reforms can be criticized for not improving education and resulting in increasing inequality.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Contradictions and Tensions
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Diversity
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
In the paper
“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).”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Contradictions and Tensions
What the sources say
- Not checked — no full text of the sourcecites Levitas, 1998, p. 188
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Contradictions and Tensions
What the sources say
- Not matchedcites Saulny, 2005
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Not matched
In the paper
“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).”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Privatization
What the sources say
- Not matchedcites Hatcher, 2003, p. 1
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Not matched
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Contradictions and Tensions
What the sources say
- Not matchedcites Gillborn & Youdell, 2000
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Not matched
In the paper
“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).”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Privatization
What the sources say
- Not matchedcites Miner, 2004, p. 9
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Contradictions and Tensions
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Contradictions and Tensions
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Neo-liberalism, Markets and Accountability: transforming education and undermining democracy in the United States and England > Contradictions and Tensions
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
The paper relies on this without support.
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.
“While not desiring to romanticize the past, not long ago 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.”
The paper relies on this without support.
The public might object to cuts in social spending and increasing economic inequality.
“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.”
The paper relies on this without support.
Standardized exams typically tested for only a small percentage of the standards.
“Standardized exams typically tested for only a small percentage of the standards.”
The paper relies on this without support.
Schools in the United States have had a long history of local control, with families committed to making a school work because the school was the community school.
“Schools in the United States have had a long history of local control, with families committed to making a school work because the school was the community school.”
The paper relies on this without support.
Socially conservative and neo-liberal foundations and think tanks heavily influence the Bush administration.
“Socially conservative and neo-liberal foundations and think tanks heavily influence the Bush administration.”
The paper relies on this without support.
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.
“Leaders from these organizations advise and move in and out of leadership positions in the current Bush administration, forming the 'brain trust' behind the administration's support for educational markets and the privatization of public education.”
The paper relies on this without support.
From 2001 to 2003 the Bush administration granted US$77.6 million to groups dedicated to privatization through voucher programs.
“Furthermore, from 2001 to 2003 the Bush administration granted US$77.6 million to groups dedicated to privatization through voucher programs.”
The paper relies on this without support.
These groups aim to replace public schools with private schools.
“These groups aim to replace public schools with private schools.”
The paper relies on this without support.
Neoconservatives have also desired to control the curriculum.
“Further, neoconservatives have also desired to control the curriculum.”
Citations
Cites
Education Policy Analysis Archives
(2015) · Education Policy Analysis Archives · doi:10.14507/epaa · Cited by 2,248
(2001) · Cited by 1,780
(1994) · Medical Entomology and Zoology · Cited by 1,400
(1998) · Palgrave Macmillan UK eBooks · Cited by 1,326
Education Reform: A Critical and Post-Structural Approach
Flew, A., & Ball, S. J. (1995) · British Journal of Educational Studies · doi:10.2307/3121942 · Cited by 1,307
Markets, choice, and equity in education
Gewirtz, S., Ball, S. J., & Bowe, R. (1995) · Medical Entomology and Zoology · Cited by 1,291
Class Strategies and the Education Market
Ball, S. J. (2003) · Routledge eBooks · doi:10.4324/9780203218952 · Cited by 1,240
Cultural politics and education
(1996) · Choice Reviews Online · doi:10.5860/choice.34-1670 · Cited by 971
Class Strategies and the Education Market: The Middle Classes and Social Advantage
Ball, S. J. (2003) · Thammasat University Digital Collections · Cited by 916
Reforming education and changing schools: case studies in policy sociology
(1993) · Choice Reviews Online · doi:10.5860/choice.30-4525 · Cited by 889
Flagged first, then by citations
Research works printed but not linked: 17
- Bowles S., 1986, Democracy and Capitalism: Property, community, and the contradictions of modern thought
- Broadfoot P., 2001, Education Reform and the State: Twenty-five years of politics, policy, and practice
- Campbell G., 2001, Education Reform and the State: Twenty-five years of politics, policy, and practice
- Edwards T., 2001, Education Reform and the State: Twenty-five years of politics, policy, and practice
- Furlong J., 2001, Education Reform and the State: Twenty-five years of politics, policy, and practice
- Hursh D., Martina C.A. (2002) Resisting the Tyranny of Tests: The battle for New York, paper presented at the Discourse Power Resistance conference, Plymouth, 12–14 April.
- Hursh D., 2003, Journal for Critical Education Policy Studies, 1
- Miner B., 2004, Rethinking Schools, 18, 9
- National Commission on Excellence in Education, 1982, A Nation at Risk: A report to the nation and the Secretary of Education
- Peters M., 1994, Discourse, 14, 65
- Peterson B., 2004, Rethinking Schools, 18, 31
- Phillips R., 2001, Education Reform and the State: Twenty-five years of politics, policy, and practice
- Robertson S., 2000, A Class Act: Changing teachers' work, the state, and globalizaton
- Robertson S., 2001, Education Reform and the State: Twenty-five years of politics, policy, and practice
- US Department of Education, 2002, What to Know and Where to Go: A parents' guide to No Child Left Behind
- US Department of Education, 2002, No Child Left Behind: A desk reference
- Vilas C., 1996, NACLA Report on the Americas, 29, 16
Cited by
Sorted by citations
Items 101–200 of 214
O’Connell, L. L., & Yusuf, J. (2015) · Administration & Society · doi:10.1177/0095399715602732 · Cited by 5
EDUCATING FOR SOCIAL JUSTICE IN A POST-DIGITAL ERA
Sorte, P. B., & Vicentini, C. (2020) · Práxis Educacional · doi:10.22481/praxisedu.v16i39.6374 · Cited by 5
Navarro, C. P., & Galioto, C. (2020) · Revista de Estudios Teóricos y Epistemológicos en Política Educativa · doi:10.5212/retepe.v.5.15310.014 · Cited by 5
State Auditors in Education Policy
Hornbeck, D., & Malin, J. R. (2018) · Educational Policy · doi:10.1177/0895904818755469 · Cited by 4
Data disaggregation and its discontents: discourses of civil rights, efficiency and ethnic registry
Fu, S., & King, K. A. (2019) · Discourse Studies in the Cultural Politics of Education · doi:10.1080/01596306.2019.1602507 · Cited by 4
Giustini, D. (2019) · Japan Forum · doi:10.1080/09555803.2019.1687566 · Cited by 4
USING CRITICAL PEDAGOGY TO EDUCATE FOR DEMOCRACY IN THE GRADUATE CLASSROOM
Goomansingh, R. V. (2010) · TSpace (University of Toronto) · Cited by 4
Civics English: Integrating Civics in Middle School English Language Arts Teaching.
Lai, P. (2018) · eScholarship (California Digital Library) · Cited by 4
Changing Educational Policies in the United States and India: Perspectives of Teacher Educators
Gillespie, C. W., & Fairbairn, S. B. (2019) · The Teacher Educator · doi:10.1080/08878730.2019.1594479 · Cited by 3
Teachers’ Enactment of Equity in Alternative Schools: A critical discourse analysis
Hemmer, L. M. (2012) · Journal of Contemporary Issues in Education · doi:10.20355/c5gw2c · Cited by 3
Teacher education as a scene of (dis)repair: a critique of therapeutic practices
Phelan, A. M. (2025) · Asia-Pacific Journal of Teacher Education · doi:10.1080/1359866x.2025.2472387 · Cited by 3
Beyond Shadows: Equity, Diversity, and Private Tutoring
Mazawi, A. E., Sultana, R. G., & Bray, M. (2013) · SensePublishers eBooks · Cited by 3
Beyond Neoliberalism: Education for Sustainable Development and a New Paradigm of Global Cooperation
Santone, S. (2016) · Springer eBooks · doi:10.1007/978-3-319-12403-2_5 · Cited by 3
Contemporary Challenges for Education in Early Childhood
Wilkinson, J. E. (2021) · IntechOpen eBooks · doi:10.5772/intechopen.98903 · Cited by 3
Hayes, K. N. (2016) · Educational Leadership and Administration: Teaching and Program Development · Cited by 3
Courtney, J. (2017) · Compare A Journal of Comparative and International Education · doi:10.1080/03057925.2017.1338937 · Cited by 3
Gibson, K. (2023) · Social Service Review · doi:10.1086/724689 · Cited by 2
Neoliberal Ideology in Primary School Social Studies Textbooks in Turkey.
Akkaymak, G. (2015) · The Journal for Critical Education Policy Studies · Cited by 2
Diera, C. (2023) · Curriculum Inquiry · doi:10.1080/03626784.2023.2173947 · Cited by 2
Neoliberalism and Western Education crisis. Causes, consequences and opportunities for the change
Flores-Rodríguez, C., & Martín-Sánchez, M. (2023) · Ensaio Avaliação e Políticas Públicas em Educação · doi:10.1590/s0104-40362023003103862 · Cited by 2
Change as technology in a Swedish secondary high school
Erlandson, P., & Karlsson, M. R. (2021) · Ethnography & Education · doi:10.1080/17457823.2021.2015608 · Cited by 2
Assessing the Debt: George W. Bush's Legacy and the Future of Public Education under Barack Obama
Means, A., & Taylor, K. A. (2010) · Policy Futures in Education · doi:10.2304/pfie.2010.8.1.48 · Cited by 2
Responses by Teachers and Their Unions to Changing Work
Fitzgerald, L. (2011) · The Economic and Labour Relations Review · doi:10.1177/103530461102200107 · Cited by 2
Wilson, M. A. F. (2015) · Critical education · doi:10.14288/ce.v7i6.186143 · Cited by 3
Constraints on Economic Inequality: Comparing Canada and the United States
Howard-Hassmann, R. E. (2021) · Cambridge University Press eBooks · doi:10.1017/9781009006545.003 · Cited by 3
A Framework for Fiscal Justice: How Human Rights Can Change Public Finance
Rüdiger, A. (2021) · Cambridge University Press eBooks · doi:10.1017/9781009006545.006 · Cited by 2
Backer, D. I. (2014) · Columbia Academic Commons (Columbia University) · doi:10.7916/d8gx48qx · Cited by 2
Inclusion Policies in Two UK Countries : vernacular responses to global influence
Beaton, M. C., & Spratt, J. (2019) · Lauda (University of Lapland) · Cited by 2
Low, R. (2013) · The Sydney eScholarship Repository (The University of Sydney) · Cited by 2
Saunders-Currie, A. (2017) · TSpace (University of Toronto) · Cited by 2
Weninger, C. (2022) · Elsevier eBooks · doi:10.1016/b978-0-12-818630-5.03055-4 · Cited by 2
Rind, I. A., & Kurio, F.-U.-N. (2026) · International Journal of Leadership in Education · doi:10.1080/13603124.2026.2722649 · Cited by 1
Öntaş, T. (2015) · Journal of Qualitative Research in Education · doi:10.14689/issn.2148-2624.1.3c1s4m · Cited by 1
At the altar of educational efficiency: Performativity and the role of
Hennessy, J., & McNamara, P. (2013) · English Teaching Practice & Critique · Cited by 1
Student civic engagement and for-profit higher education: Public policies and private goods
Avakian, S. D. (2014) · ProQuest LLC eBooks · Cited by 1
Lankiewicz, H. A. (2017) · Second language learning and teaching · doi:10.1007/978-3-319-66975-5_17 · Cited by 1
Teachers' opinions on implementing educational standards in Serbia and Croatia
Maksimović, A., & Ćosić, I. (2019) · Psiholoska istrazivanja · doi:10.5937/psistra22-20024 · Cited by 1
Emerging Human Rights Norms and Standards on Vertical Inequalities
MacNaughton, G. (2021) · Cambridge University Press eBooks · doi:10.1017/9781009006545.002 · Cited by 1
Distributive Justice, and Economic and Social Rights
Lee, J. (2021) · Cambridge University Press eBooks · doi:10.1017/9781009006545.010 · Cited by 2
Implications of the Health Equity Perspective for the Right to Health
Wu, C.-F. (2021) · Cambridge University Press eBooks · doi:10.1017/9781009006545.014 · Cited by 1
Meechan, D., Williams-Brown, Z., Whatmore, T., & Halfhead, S. (2022) · Education 3-13 · doi:10.1080/03004279.2022.2143240 · Cited by 1
Latina student leaders navigating and transgressing race, gender, and place in high school
Diera, C. (2024) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2024.2416706 · Cited by 1
Person, A. S. (2011) · Digital Commons-DePaul (DePaul University) · Cited by 1
Püschel, J., & Vormann, B. (2012) · SensePublishers eBooks · doi:10.1007/978-94-6091-817-9_2 · Cited by 1
Social Justice in Educational Policy and Practice with Particular Reference to Early Childhood
Wilkinson, J. E. (2019) · Springer eBooks · doi:10.1007/978-3-319-74078-2_7-1 · Cited by 1
Hein, V. (2020) · Digital Commons-DePaul (DePaul University) · Cited by 1
Fair Wages and a Decent Living: Paths to Greater Vertical Equality
Frey, D. F., & MacNaughton, G. (2021) · Cambridge University Press eBooks · doi:10.1017/9781009006545.011 · Cited by 1
Global Tax Justice and Human Rights
Cobham, A., Mohiuddin, F., & Nelson, L. (2021) · Cambridge University Press eBooks · doi:10.1017/9781009006545.007 · Cited by 1
Aubry, S., James, K., McKernan, L., Munro, B., & Noyrez, C. (2021) · Cambridge University Press eBooks · doi:10.1017/9781009006545.004 · Cited by 1
Miyazawa, K. (2017) · Taboo · doi:10.31390/taboo.13.1.06 · Cited by 1
A theory of adults' motivations for learning the African drums in Hong Kong
Lee, H. K. (2009) · Nottingham ePrints (University of Nottingham) · Cited by 1
Conteh, A. (2014) · Brunel University Research Archive (BURA) (Brunel University London) · Cited by 1
MacPhail, J. S. (2009) · Cited by 1
Exploring the motivations and practices of parents home educating their children with ASD
Daniels, R. (2017) · UCL Discovery (University College London) · Cited by 1
Reframing Black or Ethnic Minority Teachers as Role Models
Alexander, P. (2018) · Goldsmiths (University of London) · doi:10.25602/gold.00024006 · Cited by 1
A strategy for the implementation of performance management in schools in a province of Zimbabwe
Saurombe, T. (2014) · Cited by 1
Kebijakan Evaluasi Guru Di Jepang
Ramli, M. (2008) · Pendidikan Melayu di Brunei Darussalam.pdf
Boyle, J. P. (2014) · Arrow@dit (Dublin Institute of Technology)
Johnson, A. T., & Phelan, S. E. (2015) · SSRN Electronic Journal · doi:10.2139/ssrn.2662107
New Orleans school choice reform: a world-class system or a magnificent mirage?
Turner, K. L. (2019) · Carolina Digital Repository (University of North Carolina at Chapel Hill) · doi:10.17615/d3wq-2e02
Cavanagh, R. F., & Fisher, W. P. (2015) · Springer eBooks · doi:10.1007/978-3-662-47490-7_1
Normore, A. H., & Slayton, J. (2013) · Advances in educational administration · doi:10.1108/s1479-3660(2013)0000018007
The Fight against Neoliberalism Has Just Began: A Dialogue with Dave Hill
Orelus, P. W., & Malott, C. S. (2012) · Palgrave Macmillan US eBooks · doi:10.1057/9781137031471_4
E ditorial of S tances and T erritories: I nterdisciplinarity , D rama and S ocial C hange
Cahill, H., & O’Connor, P. (2011) · NJ · doi:10.1080/14452294.2011.11649537
Ideologies of Global and Local English
Cho, J. (2017) · Multilingual education · doi:10.1007/978-3-319-59018-9_2
The Genealogy of English in Korea
Cho, J. (2017) · Multilingual education · doi:10.1007/978-3-319-59018-9_3
The Institution of Becoming Canadian: A View From the Margins
Myers, J. A. (2014) · TSpace (University of Toronto)
An exploration of a teaching school programme in Malaysia: towards democratic education
Morad, S. (2026) · e-space (Manchester Metropolitan University) · doi:10.83056/mmu.32478489
The Perils and Promise of Personalized Learning
Fleming, A. (2012) · Northwest Journal of Teacher Education · doi:10.15760/nwjte.2012.10.1.10
Schofield, I. (2016) · ResearchSpace (University of KwaZulu-Natal)
Manathunga, C. E., Shay, P., Garner, R., Jayaram, P. K., Barber, P., Oanh, B. T. K., Gavran, S., Konjarski, L., & D’Souza, I. (2018) · Palgrave critical university studies · doi:10.1007/978-3-319-95834-7_9
Quality international schools in Kuwait? : history, ideology, and practice
Ibrahim, M. K. (2018)
العزيز, أ. م. م. ع. (2019) · Mağallaẗ Kulliyyaẗ Al-Tarbiyyaẗ, Ǧāmiʿaẗ Al-Iskandariyyaẗ/Mağallaẗ Kulliyyaẗ Al-Tarbiyyaẗ, Ǧāmiʿaẗ Al-Iskandariyyaẗ · doi:10.21608/jealex.2019.163891
All-Attainment Secondary Mathematics Teaching in England: How Some Teachers Make it Work
Jackson, C. (2020) · Sheffield Hallam University · doi:10.7190/shu-thesis-00280
Advancing Community-Engaged Teacher Education Through Narrative, Poetry, and Performance
Zimmerman, A. S. (2020) · International Journal of Adult Education and Technology · doi:10.4018/ijaet.2020100105
To the Edge of Space and Back: Cultivating Future Scientists through High-Altitude Research
Chambers, B., McNeal, K., Salter, A., & Muldrow, L. L. (2021) · About Campus Enriching the Student Learning Experience · doi:10.1177/1086482220962015
The Democratic Potential of Narrative, Poetry, and Performance
Zimmerman, A. S. (2021) · Advances in knowledge acquisition, transfer, and management book series/Advances in knowledge acquisition, transfer and management book series · doi:10.4018/978-1-7998-7600-7.ch013
Quinlivan, T. B. (2021) · UWA Profiles and Research Repository (UWA) · doi:10.26182/zhr4-h837
Economic Inequality and the Right to Social Security: Contested Meanings and Potential Roles
Goldblatt, B. (2021) · Cambridge University Press eBooks · doi:10.1017/9781009006545.012
How Can Economists Help Human Rights Practitioners to Measure Changes in Economic Inequalities?
Porter, C. (2021) · Cambridge University Press eBooks · doi:10.1017/9781009006545.005
Growing Inequality and Risks to Social Rights in Our New Data Economy
Williams, C. (2021) · Cambridge University Press eBooks · doi:10.1017/9781009006545.008
The Potential Impact of the Right to Housing to Address Vertical Inequalities
Silva, V. (2021) · Cambridge University Press eBooks · doi:10.1017/9781009006545.015
Education, Income Inequality and the Right to Participate in Cultural Life
Murphy, J. (2021) · Cambridge University Press eBooks · doi:10.1017/9781009006545.013
MacNaughton, G., Frey, D. F., & Porter, C. (2021) · Cambridge University Press eBooks · doi:10.1017/9781009006545.001
Class, Schooling and the Legitimation of Inequality
Jackson, C. (2022) · Springer eBooks · doi:10.1007/978-3-030-92361-7_3
Advancing Community-Engaged Teacher Education Through Narrative, Poetry, and Performance
Zimmerman, A. S. (2022) · IGI Global eBooks · doi:10.4018/978-1-6684-3877-0.ch029
MacNaughton, G., Frey, D. F., & Porter, C. (2021) · Cambridge University Press eBooks · doi:10.1017/9781009006545.016
Student civic engagement and for-profit higher education
Avakian, S. D. (2014) · Digital Repository Service (Northeastern University) · doi:10.17760/d20004885
Taylor, H. (2017) · SensePublishers eBooks · doi:10.1007/978-94-6351-023-3_7
The Anxiety of Obligation: Shame and Shaming in the Lives of Teachers
Phelan, A. M. (2019) · American Educational Research Association Annual Meeting (AERA) · doi:10.3102/1434868
Teacher policy frames, enactment forms and issues
Ávalos, B., & Fernández, M. B. (2022) · Elsevier eBooks · doi:10.1016/b978-0-12-818630-5.04008-2
A Perspective on Drivers Impacting Science Teacher Preparation in Developing Countries
Veal, W. R., Morrell, P. D., Rogers, M. P., Roehrig, G., & Pyle, E. J. (2023) · Springer eBooks · doi:10.1007/978-3-031-18092-7_5
Metadata
- Authors
- Hursh, D.
- Affiliations
- University of Rochester (US)
- Corresponding author
- Hursh, David
- ORCID
- Hursh, David
- Venue
- Policy Futures in Education
- Publisher
- SAGE Publications
- Published
- 2005-03
- Volume
- 3
- Issue
- 1
- Pages
- 3-15
- ISSN
- 1478-2103 (ISSN-L)
- OpenAlex
- W2107497788
- Cited by
- 215
- References
- 41
- Citations by year
- 2026: 3 · 2025: 3 · 2024: 3 · 2023: 8 · 2022: 9 · 2021: 29 · 2020: 15 · 2019: 15 · 2018: 11 · 2017: 20 · 2016: 12 · 2015: 17 · 2014: 16 · 2013: 17 · 2012: 12
- FWCI
- 11.82
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Policy Futures in Education (publishedVersion)
- Topics
- Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
- Keywords
- neoliberalism, education policy reform, school accountability, standardized testing, curriculum standardization, school choice, privatization of education, neoconservatism, democracy, American education, policy divergence
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-11-03, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-11-03 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
