Chapter 1 introduces the NCLB, which is a December 2001 reauthorization of the Elementary and Secondary Education Act first enacted by President Johnson in 1964. The NCLB has a broad scope and is the most ambitious Federal school reform legislation ever passed. The emphasis of the NCLB is on test-based accountability and the goal is to ensure that every child receives a high-quality education. The goal and practice of accountability in education are discussed. Chapter 2 describes the NCLB in more detail, discussing its test-based accountability model, content standards, achievement standards, incentives, and reporting requirements. NCLB’s four key principles are discussed and include: greater accountability for student performance, increased local control and flexibility, high-quality teachers using scientifically-based practices, and expanded parental options. Chapter 3 turns to an exploration of the underlying conditions that are necessary for the NCLB to be effective. The goal of the chapter is to uncover the conditions that will maximize the benefits and minimize the adverse consequences of the NCLB. These conditions are divided into suggestions for content standards, assessments, achievement standards, adequate yearly progress, incentives, technical assistance, reporting, and parental choice. Necessary conditions for the successful implementation of the NCLB include the understanding and endorsement of key stakeholders; the development of content that is appropriate for one school year; assessments that are aligned with State standards; and incentives that motivate student effort, among others. Chapter 4 builds on the analysis in chapter 3 to offer specific guidance to help policymakers and educators effectively meet the goals of the NCLB. Suggestions are provided for building the capacity for improvement, using standards and assessment results to improve instruction, and creating effective incentives for improvement. Finally, the paper presents tips for assessing and addressing factors that have contributed to low levels of school achievement in the past. References