Why Teachers Decided Cheating Was the Right Thing to Do

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A struggling Atlanta school began cheating to improve the school's ranking so it wouldn't be closed.

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.