Abstract
The No Child Left Behind (NCLB) Act of 2001 requiresstates to test more, set more ambitious improvementgoals for their schools, and increasesanctions for schools that fail to meet these goals. Togain an understanding of the potential impact of thenew law, this article describes the types of state assessmentand accountability policies that were inplace at the time the U.S. Congress enacted the NCLBAct, and how selected school districts in eight statesresponded to these policies. It concludes by identifyingfour challenges facing states and school districtsas they implement the NCLB Act.
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