Why Teachers Decided Cheating Was the Right Thing to Do
Wednesday, July 23, 2014
New Yorker staff writer Rachel Aviv investigates a widespread, long-term culture of cheating among educators in Atlanta’s public-school district. When faced with what they saw as out of reach, data-driven district targets—as well as progress measurements outlined in No Child Left Behind—school district administrators and teachers began systematically fixing students’ incorrect answers on standardized tests. Aviv’s article “Wrong Answer” is in the July 21 issue of The New Yorker.