Abstract
The article addresses the intersection of policy, validity, and impact within the context of educational reform in U.S. schools, looking in particular at the No Child Left Behind (NCLB) Act (2001). The discussion makes a case that it is important to reconsider the established views regarding the responsibility of test developers and users in investigating impact given the conflated roles of developers and users under NCLB. The article also introduces the concept of social impact analysis (SIA) to argue for an expansion of the traditional conceptualization of impact research. SIA promotes a proactive rather than a reactive approach to impact, in order to inform policy formulation upfront.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
