1. 1. Gerald W. Bracey,The Final Exam: A Study of the Perpetual Scrutiny of American Education(Bloomington, Indiana: Technos Press, 1995).
2. 2. There has been vigorous debate since the publication of Richard J. Herrnstein and Charles Murray’sThe Bell Curve: Intelligence and Class Structure in American Life(New York and London: The Free Press, 1994). The literature in response to this book is so extensive that we will not repeat the criticisms or rejoinders in this essay. For a sampling from various sides of this debate, see Steven Fraser, ed.The Bell Curve Wars: Race, Intelligence, and the Future of America(New York: Basic Books, 1995); Russell Jacoby and Naomi Glauberman, eds.The Bell Curve Debate: History, Documents, Opinions(New York: Times Books, 1995); Brian Beatty, http://www.indiana.edu/~intell/bellcurve.shtml; and Claudia Krenz, http://www.claudiax.net/bell.html.
3. Essay Review: Politics, Markets, and the Compromised Curriculum
4. 4. F. Allan Hanson,Testing Testing: Social Consequences of the Examined Life(Berkeley: University of California Press, 1993); and Kliebard,The Struggle for the American Curriculum.
5. 5. See, for example, Basil Bernstein, "Class and Pedagogies: Visible and Invisible," inEducation: Culture, Economy, Society,ed. Amy Stuart Wells (New York: Oxford University Press, 1997), 29-79; and Samuel Bowles and Herbert Gintis,Democracy and Capitalism: Property, Community, and the Contradictions of Modern Social Thought(New York: Basic Books, 1986).