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Teaching By Numbers: Deconstructing the Discourse of Standards and Accountability in Education


reviewed by Arthur Costigan November 30, 2009

coverTitle: Teaching By Numbers: Deconstructing the Discourse of Standards and Accountability in Education
Author(s): Peter Taubman
Publisher: Routledge, New York
ISBN: 0415962749, Pages: 242, Year: 2009
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There is a story behind this book.  Peter Taubman was the point person when Brooklyn College of the City University of New York (CUNY) needed to gain national accreditation through the National Council for Accreditation of Teacher Education (NCATE).  As many readers will know, the process of applying for this accreditation is both intense and time consuming.  Particularly in public colleges serving diverse urban populations where resources are few, this process diverts these resources, most especially intellectual resources, to the NCATE process.  Nevertheless, Taubman and the other faculty did their jobs very well, and in the first instance in the CUNY system, the college passed unconditionally.  As the author tells it, although he took pride in getting the job done, something was bothering him about his participation in a process which he found was one of “intellectual and ethical hollowness.”  He writes, “I suspect, looking back, that my outrage had... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: November 30, 2009
http://www.tcrecord.org ID Number: 15851, Date Accessed: 10/22/2017 10:22:40 PM

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About the Author
  • Arthur Costigan
    Queens College, CUNY
    E-mail Author
    ARTHUR COSTIGAN is Associate Professor of Education at Queens College, CUNY where he co-directs English Education programs. His most recent book is Teaching Language Arts in a Test-Driven Era (Routledge, 2008). His current research interests are the effects of neoliberal educational reforms and the resulting test- and accountability-driven realities of new teachers as they develop professionally in the hopes of providing empowerment for the development of authentic teaching practices.
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