No Child Left Behind has had some positive effects on our culture, and on the way we educate our children. Those positive effects remain outweighed, however, by the tremendous design flaws inherent within NCLB. Despite the avowed intent of the Act, certain inherent inequities in education-that were acknowledged 30, 50, and even 80 years ago- remain intact in the United States. Part of this is rooted in an indefensible argument that-as a matter of constitutional “states’ rights”-each state may customize academic standards to varying and often provincial extremes. New and rewritten laws flow freely from federal, state, and even local politicians in the form of E.S.E.A., I.D.E.A., A.D.A., Section 504, and so on. The legislative mandates grow and undulate, without cohesion and without genuine effectiveness.