A Criticism of the No Child Left Behind Act

The Federal No Child Left Behind Act was expected to solve the problem of equality in education. Before this Act, most states in the United States relied on the Constitution’s equal protection clauses to ensure access and accountability in education (Ladd, 2017). The No Child Left Behind Act established new ways of ensuring accountability. The Act requires states to establish academic standards and systems of testing students.

The testing is usually in reading and math from 3rd to 8th grade (Ladd, 2017). The proponents of this Act state that it has increased accountability of teachers and school. This paper argues that although the Federal No Child Left Behind Act increased the accountability of schools regarding the overall student scores, the Act could not effectively provide measures for accountability in schools because it established a limited view of education focusing primarily on the test-based accountability which also hindered some of the existing state-level accountability options.