These all can be viewed as the far most impact of this act on the education in the United States. After this implementation the skilled educated power of the country has increased spectacularly. With the advent in the overall education structure, there has been some criticism against this act as well. However, the benefits are far more than expected, the critics still have many issues against this act.
Gaming’ the system:
The critics say that the individuality of the school plays a very major role in the manipulating of the results. They say that for the provisions of the funds, schools can try to change the results in order to get more funds from the government. There are too many schools in the each state and it is impossible for the states to keep an eye on ever school. The
Critics state that schools have been shown to employ "creative reclassification" of drop-outs. Critics argue that these and other strategies create an inflated perception of NCLB’s successes, particularly in states with high minority populations.
The incentives for an improvement also may cause states to lower their official standards. Because each state can produce its own standardized tests, a state can make its statewide tests easier to increase scores. Missouri, for example, improved testing scores but openly admitted that they lowered the standards. A 2007 study by the U.S. Dept. of Education indicates that the observed differences in states’ reported scores is largely due to differences in the stringency of their standards.
Problems with standardized tests:
Critics have argued that the focus on standardized testing as the means of assessment encourages teachers to teach a narrow subset of skills that will increase test performance rather than focus on deeper understanding that can readily be transferred to similar problems. For example, if the teacher knows that all of the questions on a math test are simple addition equations, then the teacher might not invest any class time on the practical applications of addition so that there will be more time for the material which is assessed on the test. This is colloquially referred to as "teaching to the test."
Incentives against low-performing students:
Because the law’s response if the school fails to make adequate progress is not only to provide additional help for students, but also to impose punitive measures on the school, the incentives are to set expectations lower rather than higher and to increase segregation by class and race and push low-performing students out of school altogether.