Even if all students have equal opportunities and access to the same information, is there a pattern of who gets the most assistants based on your socio-economic status? Many students are bused from low-income to higher-income neighborhoods to help schools obtain federal grants. Teachers are not as qualified as they should be to meet the national standard. Although NCLBA can be beneficial, parents should ask the school board to review the impact of grades and retention to show improvement from year to year. Because middle class students seem to fall through the holes in this program by not getting the help they need because of their financial classification. First, the federal government has programs for low-income students to help them with their education, but nothing for the upper and middle classes. students who are falling behind. Middle-class students who have a support system at home; financial support allowing them not to depend on state aid should not be penalized to the extent that they are eligible for educational assistance. The intention of the law is that schools should be a common place or, in other words, promote competition between schools to increase grades and help the education system. “The idea of ​​a common school developed with the theory that all children, regardless of race, class, or religious beliefs, should have the right to education” (Aske, 2013). The law was proposed by Congress to make schools more accountable and give parents more choice in their children's education. Since the law was passed, it has drawn both praise and criticism. Although it would be easy for the government to simply look at year-on-year results and see that the transfer of children from low-income to higher-income schools......in the middle of paper...... the right to education and have the opportunity to succeed regardless of their socio-economic background. References: Aske, David; Connolly, Laura; Corman, Rhonda: ACCESSIBILITY OR RESPONSIBILITY? THE RHETORIC AND REALITY OF NO CHILD LEFT BEHIND. Journal of Research in Economics and Economic Education. 2013, Vol. 14 Number 3, p107-118. 12p. Orr, A. J. (2003). Differences in achievement between blacks and whites: the importance of wealth. Sociology of Education, 76, 281-304. “Is No Child Left Behind effective for all students? Parents don't think so, Randolph, Kelli; Wilson-Younger, Dylinda, Online submission 6 pp. 2012State implementation of additional educational services under the No Child Left Behind Act. From the Capital to the Classroom: Year 5 of the No Child Left Behind Act Series, Minnici, Angela; Bartley, Alice P., P13, 2007-March-1