| Sumario: | The No Child Left Behind Act (NCLB) of 2001, the most ambitious federal education statute in decades, has become an extremely controversial issue. It seeks to increase overall pupil achievement, reduce a variety of “learning gaps,” and guarantee every student a “highly qualified teacher,” but the motivating factor behind it is a groundbreaking attempt to introduce a results-based accountability regime to public schools throughout the United States. It is too soon to judge NCLB's efficacy or forecast its ultimate fate, but it is possible to offer preliminary assessments of the workability of some of its key provisions and to recommend necessary repairs. Indeed, there is a real danger that the public discontent and professional animosities engendered by a number of its problematic aspects could undermine its many meritorious features.
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