ABSTRACT
This chapter explores how high-stakes testing, as a mode of surveillance within the disciplinary apparatus of schooling, contributes to a stratified national and global economy. Surveillance, has long served as a technique of disciplinary power, as mandated under the No Child Left Behind (NCLB) legislation, represents one of its latest and most refined and pervasive iterations since it originated more than two centuries ago. NCLB has such a noble ring, and it certainly seems to tug at the hearts of those who have longed for educational equity; few argue with such a goal. Just as the inmates in Bentham's panopticon were induced to discipline themselves, NCLB legislation likewise induces states to regulate themselves. The inducement of state self-disciplining acts together with the equal achievement and unequal funding clauses to regulate curricula and method differentially according to the school's or school district's resources.
