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the greatest limitations students will face again if the NCLB act is renewed is the deterioration of teacher student relationships. Most adults can still remember a teacher who had a serious impact on their lives many years ago, but this law has made it much harder for a contemporary teacher to achieve this personal connection. As teachers are forced to look at their students as more and more of a possible threat to their job and less a child that should develop at his or her own pace, personal bonds are much harder to come by. Students without this experience are now even more alone than they have ever been when it is taken into account the amount of parent involvement this act fails to encourage. This relationship is also inhibited because all students in the class are taking the same test regardless of talent, therefore teachers will naturally spend more time with the students that need help rather than give the more gifted children equal attention.

One of the greatest contradictions of the NCLB act as well as the greatest determinant as to why it should not be renewed, is the insufficient amount of funding paired with grounds for schools to receive such funding. The federal government based its entire funding program on a one-size-fits-all test that is different depending on standards set by the state. Schools are given little funding by the government for the administration of these tests and it does not cover the full cost of all the other conditions the schools are required by the act to meet. The NCLB act has created a situation where schools are more dependent on the federal government for funds but fail to provide the states with monies for the provisions.

The idea of a test that could accurately determine the aptitude of all students and appropriate funds based on scores is a plan that looks sufficient on paper but has failed in the real world. The test that the NCLB act required is not a uniform test that all states must administer, but a different exam for each state. Adding to this complication is the fact that each state can set its own standards for what is deemed a passing grade. This means that one state may have a more rigorous test and a higher standard than another, but the federal government still reads the number that pass and the number that fail without taking various difficulties into account.

Not only does the legislation interpret test scores without adjustment between states, but it also fails to recognize learning differences between

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