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Document Type

Article in Response to Controversy

Abstract

If I were to formulate two broad generalizations to approximate the common-sense attitudes my students tend to exhibit toward the educational policies operating under the banner of No Child Left Behind (2001; NCLB), I would suggest that 1) despite perceiving marginal difficulties with the legislation, on the whole, many consider its original purposes to be well-intentioned and thus, morally legitimate; and that 2) largely because of this bestowal of legitimacy, the totality of NCLB’s bureaucratic structure and presence, as a productive agency of state, is tacitly assumed to be politically neutral and innocent of power relations.

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