Meritocracy 2.0

Abstract

High-stakes, standardized testing is regularly used within in accountability narratives as a tool for achieving racial equality in schools. Using the frameworks of “racial projects” and “neoliberal multiculturalism,” and drawing on historical and empirical research, this article argues that not only does high-stakes, standardized testing serve to further racial inequality in education, it does so under the guise of forms of anti-racism that have been reconstituted as part of a larger neoliberal project for education reform. This mix of neoliberalism, high-stakes testing, and official anti-racisms that are used to deny structural, racialized inequalities are a manifestation of what the author calls, “Meritocracy 2.0.”