Why would so many of America’s teachers be heartsick over the No Child Left Behind Act (NCLB) (Johnson, Arumi, & Ott, 2006)? Why would teachers, who have consistently supported high standards (Peter D. Hart Research Associates and the Winston Group (Peter D. Hart & Winston), 2007; Johnson & Duffett, 2004; Peter D. Hart Research Associates (Peter D. Hart), 1999), be so negative about a law that its bipartisan proponents consider the crowning achievement of the standards movement?