The No Child Left Behind Act (NCLB)was passed in 2001, and was designed to address increasing concerns about the quality of American education. Since its passage in 2001, debate about No Child Left Behind has raged back and forth, with supporters arguing that it has improved American education, and detractors pointing out failings with the Act. No Child Left Behind was one of the first major pieces of legislation pushed through by the 43rd President of the United States, George W. Bush.

According to the White House and Department of Education, No Child Left Behind has four pillars. The first is the idea of accountability; that a standard must be established for schools to be measured against, and that there will be rewards and consequences for improvement and failures, respectively. The second is greater flexibility with funds, by allowing schools to allocate funds as needed, rather than as dictated by others. The third is “scientifically based research,” a term which pops up a great deal in the text of the NCLB Act, meaning that teachers should use established rather than experimental teaching methods. Finally, No Child Left Behind is supposed to allow parents more choices, by allowing them to transfer out of schools which are not performing to standard.

No Child Left Behind focuses on the declining state of American education, and puts a heavy emphasis on creating positive results, especially in the areas of math and reading. The United States Government felt that the existing education system was failing many American students, especially those of low income, and felt that No Child Left Behind would address the gaps of American education by bringing all students up to a basic standard. It is based on a simple reward and punishment system; schools which do well under No Child Left Behind will be given incentives, additional funding, and more support. Schools which are failing are expected to improve their standards, and quickly, so that students have the best chance at a good education possible, or an opportunity to switch to a better school.

Under No Child Left Behind, schools are assessed annually with the assistance of standardized tests, which are supposed to be administered to all students. The school's performance is compared with a state standard, as well as other state schools, and an Adequate Yearly Progress report is issued to the public, which can inspect it to see how well the school is performing. Troubled schools are expected to make visible improvements, and are offered funding to assist with teacher education, tutoring, and other programs. Schools which demonstrate remarkable progress or are already performing above standards are rewarded for their work.

All Americans want to see an improvement in American education, and would like to see all students getting an equal chance at success. Supporters of No Child Left Behind argue that the Act is improving American education in a positive and measurable way. Detractors of the act, especially classroom teachers, have pointed out many flaws in No Child Left Behind which have yet to be addressed by the Department of Education. Whether it is effective or not, No Child Left Behind has certainly stimulated discussion about American education reform.