Here is a clip from a excellent primer on NCLB pubished in the current issue of The Nation. Authors: Linda Darling-Hammon, Deborah Meier, Pedro Neguero, and Velma Cobb:
. . . .A Focus on Testing Rather Than Investing. Most centrally, the law does not address the profound educational inequalities that plague our nation. With high-spending schools outspending low-spending schools at least three to one in most states, multiplied further by inequalities across states, the United States has the most inequitable education system in the industrialized world. School funding lawsuits brought in more than twenty-five states describe apartheid schools serving low-income students of color with crumbling facilities, overcrowded classrooms, out-of-date textbooks, no science labs, no art or music courses and a revolving door of untrained teachers, while their suburban counterparts, spending twice as much for students with fewer needs, offer expansive libraries, up-to-date labs and technology, small classes, well-qualified teachers and expert specialists, in luxurious facilities.
The funding allocated by NCLB--less than 10 percent of most schools' budgets--does not meet the needs of the under-resourced schools, where many students currently struggle to learn. Nor does the law require that states demonstrate progress toward equitable and adequate funding or greater opportunities to learn. Although NCLB requires "highly qualified teachers," the lack of a federal teacher supply policy makes this a hollow promise in many communities.
At a time when the percentage of Americans living in severe poverty has reached a thirty-two-year high, NCLB seeks to improve the schools poor students attend through threats and sanctions rather than the serious investments in education and welfare such an effort truly requires. As Gloria Ladson-Billings, former president of the American Educational Research Association, has noted, the problem we face is less an "achievement gap" than an educational debt that has accumulated over centuries of denied access to education and employment, reinforced by deepening poverty and resource inequalities in schools. Until American society confronts the accumulated educational debt owed to these students and takes responsibility for the inferior resources they receive, Ladson-Billings argues, children of color and of poverty will continue to be left behind. . . .