ABSTRACT
As a middle and high school student, I never noticed the seamless nature of my teachers’ work. I certainly had “more important” things to worry about. When my teachers first introduced No Child Left Behind (NCLB) in my classrooms in 2001, it seemed pretty inconsequential. As far as I knew, all it meant was that we were going to be taking yet another set of tests to prove what we learned. What was one more test to a teenager whose educational experience had been defined by tests?
