NCLB expanded the federal role in public education through further emphasis on annual testing, annual academic progress, report cards, and teacher qualifications, as well as significant changes in funding.
The act did not assert a national achievement standard—each state developed its own standards.
According to supporters, these goals help teachers and schools realize the significance and importance of the educational system and how it affects the nation.
If required improvements are not made, the schools face decreased funding and other punishments that contribute to the increased accountability.
The United States House of Representatives passed the bill on December 13, 2001 (voting 381–41), President Bush signed it into law on January 8, 2002.
It was coauthored by Representatives John Boehner (R-OH), George Miller (D-CA), and Senators Ted Kennedy (D-MA) and Judd Gregg (R-NH).
These yearly standardized tests are the main means of determining whether schools live up to required standards.
According to the legislation, schools must pass yearly tests that judge student improvement over the fiscal year.
Unfortunately, there is no consensus on what traits are most important and most education policy experts agree that further research is required.
Several of the analyses of state accountability systems that were in place before NCLB indicate that outcomes accountability led to faster growth in achievement for the states that introduced such systems.