Stamped from the Beginning: The Definitive History of Racist Ideas in America

by Ibram X. Kendi

That pace toward racial parity could be quickened if the racial preferences of standardized testing were eradicated. But the use of standardized testing grew exponentially in K–12 schooling when the Bush administration’s bipartisan No Child Left Behind Act took effect in 2003. Under the act, the federal government compels states, schools, and teachers to set “high” standards and goals and to conduct regular testing to assess how well the students are reaching them. It then ties federal funding to the testing scores and progress to ensure that students, teachers, and schools are meeting those standards and goals. The bill professed that its purpose was to keep children from being left behind, but it simultaneously encouraged funding mechanisms that decrease funding to schools when students are not making improvements, thus leaving the neediest students behind. The No Child Left Behind Act was not supposed to make sense. It was the latest and greatest mechanism for placing the blame for funding inequities on Black children, teachers, parents, and public schools. And this victim blaming watered the growth of the quickening “No Excuses” charter school movement, which ordered children to rise above their difficult circumstances, and blamed (and expelled) these children if they could not.