No Child Behind Act: The History and Continuing Debate Over Its Effectiveness As I filled out the scantron form with my number two pencil, I remembered that writing my name was as important as entering the my school code. Thinking back to primary school, I remember exams that lasted a week. The week I wanted to get sick so I wouldn't be kicked out of class and spaced out to rigorously test my understanding of various subjects. This describes my first encounter with the ineffectiveness of standardized testing. The teachers were also extremely stressed during this time but I didn't understand why at the time. I remember reading, writing, comprehension and math tests and then things that came back to normal after the exam were sent off to be graded. I have never paid so much attention because as a child you learn to study a subject and then complete the exam to determine your knowledge. Interestingly, as I progressed as a student, I learned how seemingly long and tedious timed tests determined the courses you signed up for. Until recently I knew little to nothing about the education reform laws that mandated these terrible tests. People often fear what they do. They don't understand. They also avoid tasks where they simply can't explain. The same goes for the No Child Left Behind Act. I would like to say that through research I have developed a complete understanding of this act, but that couldn't be further from the truth. What I can say with certainty is that, as with many policies, there is a beginning, a middle point and, when all else fails, a reform or an end. I begin my research with the sole purpose of describing standardized testing mandates. However, what I discovered through my explorer... in the middle of the paper... suggests that the term of Arne Duncan, US Secretary of the Department of Education, will also end. Education Week authors noted the Department of Education's original purpose as a response to the National Commission for Excellence in Education's A Nation at Risk document that condemned the nation's education system. Regardless of the person administering the policy, I am in favor of measurable goals that promote personal growth and skills that can be employed fairly and equitably throughout academic studies, not just for the mere satisfaction of exceeding a benchmark. I support continued education reform involving equality between teachers and students. I support the new teacher evaluation tied to academic growth being implemented based on the instruction week and the implementation of Core Standard tests which will hopefully replace many of the standardized tests.