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Explores the relationship between the cultural production of scientific knowledge (of statistics in particular) and the often intuitive resistance to objectification of those adversely affected by the power of policies underwritten as 'scientific'.

The number of educational tests with high-stakes consequences - such as promotion to the next grade level or graduating from high school - has increased. This title explores the relationship between the cultural production of scientific knowledge and the intuitive resistance to objectification of those adversely affected by the power of policies.