This latest volume in the World Yearbook of Education series examines the relationship between assessment systems and efforts to advance equity in education at a time of growing inequalities. It focuses on the political motives behind the expansion of an assessment industry, the associated expansion of an SEN industry and a growth in consequential accountability systems.

Split into three key sections, the first part is concerned with the assessment industry, and considers the purpose and function of assessment in policy and politics and the political context in which particular assessment practices have emerged. Part II of the book, on assessing deviance, explores those assessment and identification practices that seek to classify different categories of learners, including children with Limited English Proficiency, with special needs and disabilities and with behavioural problems. The final part of the book considers the consequences of assessment and the possibility of fairer and more equitable alternatives, examining the production of inequalities within assessment in relation to race, class, gender and disability.

Discussing in detail the complex historical intersections of assessment and educational equity with particular attention to the implications for marginalised populations of students and their families, this volume seeks to provide reframings and reconceptualisations of assessment and identification by offering new insights into economic and cultural trends influencing them. Co-edited by two internationally renowned scholars, Julie Allan and Alfredo J. Artiles, World Yearbook of Education 2017 will be a valuable resource for researchers, graduates and policy makers who are interested in the economic trends of global education assessment.

chapter 1|11 pages


ByJulie Allan, Alfredo J. Artiles

part I|76 pages

The Assessment Industry

chapter 2|17 pages

The Power of Numbers

The Adoption and Consequences of National Low-Stakes Standardised Tests in Israel
ByYariv Feniger, Mirit Israeli, Smadar Yehuda

chapter 3|15 pages

Special Educational Needs, Disability and School Accountability

An International Perspective
ByEmma Smith, Graeme Douglas

chapter 4|21 pages

The Promise and Perils of Response to Intervention to Address Disproportionality in Special Education

ByWendy Cavendish, Benikia Kressler, Ana Maria Menda, Anabel Espinosa

chapter 5|21 pages

Quality and Equity in the Era of National Testing

The Case of Sweden
ByAnette Bagger

part II|85 pages

Assessing Deviance

chapter 6|13 pages

Risking Diagnosis?

Race, Class and Gender in the Psychopathologization of Behaviour Disorder
ByJulie Allan, Valerie Harwood

chapter 7|16 pages

Dis/ability as White Property

Race, Class and ‘Special Education’ as a Racist Technology
ByDavid Gillborn

chapter 8|17 pages

The Right to Exclude

Locating Section 504 in the Disproportionality Debate
ByNirmala Erevelles

chapter 9|37 pages

The Hunt for Disability

The New Eugenics and the Normalization of School Children 1
ByBernadette Baker

part III|103 pages

The Consequences of Assessment and the Possibility of Fairer and More Equitable Alternatives

chapter 10|21 pages

Untangling the Racialization of Disabilities

An Intersectionality Critique across Disability Models 1
ByAlfredo J. Artiles

chapter 11|20 pages

Examining Assessment for Students with Special Education Needs in Aotearoa New Zealand

Creating New Possibilities for Learning and Teaching for All
ByMissy Morton, Annie Guerin

chapter 13|41 pages

Culturally Responsive Experimental Intervention Studies

The Development of a Rubric for Paradigm Expansion
ByAydin Bal, Audrey A. Trainor