Where white and middle-class children are able to rely on cultural indicators to pass exams, minority and low-income students are subject to drills on the particular form of the test, multiple-choice questions, and specific writing skills that not only trade off with substantive learning, but actively “de-skills” students’ existing higher-order problem-solving and thinking.

Read more via Scalawag: A History of No Child Left Behind and the HISD Takeover.

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