Most education policy analysts, most politicians in both parties, and both presidential candidates have expressed their support for bureaucratic “accountability” in education — the belief that government‐​imposed testing regimes can signficantly improve the quality of American education. They persist in this belief despite the fact that U.S. academic achievement has stagnated or declined both before and after the passage of No Child Left Behind, the signature legislation of accountability gurus.


Perhaps what is needed is a visceral example of WHY government‐​mandated testing has proven to be of such dubious worth. For example, this Charleston, SC school’s meteoric test score gains over the past five years have all but vanished in a single year after the administration and grading of students’ tests were taken out of the hands of school officials.


True accountability is not achieved when the quality of a child’s education is measured by a single set of government tests. It is achieved when parents are free to choose from among a variety of competing, mininally regulated schools.