2022/05/30 by Christian Ydesen, Sherman Dorn · 1 voice
Social Sciences · #Global Educational Policies and Reforms #Higher Education Learning Practices #Human Rights and Development
paper · pdf · doi:10.1017/heq.2022.11
openalex publication_date 2022/05/30 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/02
Abstract Although chiefly framed in the context of domestic education policy, debates about the No Child Left Behind Act (NCLB) echoed international education policy debates and the workings of global education governance. As this article demonstrates, both domestic and international efforts were shaped by three key features: tension between centralized goals and historically localized practices and authorities; links between education policy goals and a set of rhetorical arguments centered on human capital; and competitive comparisons among education systems that mixed market rhetoric with prestige dynamics. These common features can be attributed to the development of a “soft governance” layer, in which multilateral surveillance plays a major part. In the US, such development began before NCLB, accelerated during the NCLB era, and remained after NCLB was replaced by the Every Student Succeeds Act in 2015.