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Similarly, one 1998 study by Thomas J. Holmes found that companies in heavily unionized states often relocated just across state borders to right-to-work states. But is that due to the right-to-work laws or other policies?

The growing enthusiasm over value-added assessment, however, belies what is actually a damaging policy for public education. Value-added assessment promises, rather, to dismantle teachers' unions, deintellectualize teachers' jobs, to refashion schools according to corporate-profit-making initiatives and to burn out experienced teachers at ever faster rates. What its proponents fail to realize is that value added contributes to the destruction of public education by 1) participating in a broader corporate reform scheme of privatization and 2) objectifying knowledge, or turning knowledge into "things," that is, units that can be measured, compared and transmitted at the expense of genuine learning.

There are two basically different ideas of educational value at play in this debate. For proponents of value-added assessment, standardized tests contain certain, verifiable and numerically quantifiable knowledge. The tests are mistakenly thought to be objective.

"It has to be a process. I don't look at it as being one shot, one year and done,"

focusing on bystanders, mostly at the middle school level,