The Many Faces of No Child Left Behind: Student Perspectives Informed educators read exhaustively and discuss extensively the far-reaching mandates policy makers introduce as tenets of the No Child Left Behind Act. The evolutionary nature of the legislation requires constant monitoring of state mandates by local education agencies (LEAs). In turn, many LEAs understand the importance of public education concerning NCLB requirements, so they work diligently to translate NCLB laws into language the public at large can read or hear and understand. Each group—educators, parents, policy makers—brings a unique perspective to the law, its intents, manifestations, and consequences. Another perspective, however, is one that is not often discussed-the reaction of students to the changes that are occurring in schools as NCLB requirements are enacted. Questions remain: How well do students understand NCLB? How do students respond to testing, school choice, and changes in instruction? Do students believe NCLB is effective in making schools stronger? Do students believe NCLB is "leaving no child behind"? The Voice of the Children Discussing No Child Left Behind with students in elementary, middle, and high school brings fresh and varying perspectives to legislation that mires adults in controversy. A third-grade student in Virginia, when asked if she knew about President George W. Bush's No Child Left Behind Act, responded with startling sincerity, "You mean the President wrote that book in our library? Do you think I should read it?" This student had spied the NCLB Policy Manual housed in her school's library and was very unaware that its contents are driving her day-to-day education. Naturally, high school students are far more aware of the political, social, and cultural scene than elementary students. Many high school students readily express their philosophical beliefs about politics and education, and, as with most controversial issues, opinions about NCLB range from "this country needs less governmental control" to "it is good that the President wants to make schools stronger." Student Views of High-Stakes Tests While some students may be unaware of NCLB as federal legislation, virtually all students are aware of high-stakes standards testing. In younger students, attitudes tend to be more teacher centered than student centered. A sixth-grade student shared, "Performing well on (standards-based) tests in middle school is about how well the teachers teach the material, and it tests the teachers as much as it tests the kids." Testing concerns are shared by all students, regardless of age. Shares the elementary student, "My teacher gives me tests all the time, and she says they tell the teacher and the principals how well I do in school. One girl I knew last year did not do well on her tests, and she had to stay back in the second grade. I feel sorry for her." Some high school students, especially those who have a difficult time with traditional types of high-stakes testing, share sentiments of "unfairness." One student, Jake, was excited and optimistic four years ago when, as a freshman, he discovered that his high school offered sequential vocational classes comprised of at least two courses each, designed to prepare students to move from high school into a finishing course at the local community college. Jake completed the sequence for both brick laying and auto mechanics. He describes himself as a hands-on learner, and feels the future of some of his classmates has been jeopardized by high-stakes testing. Jake comments, "I have passed enough of the states' tests that I will earn my diploma, but I have a friend who cannot pass his reading test. He is scared that after twelve years of school, he won't graduate. A couple of his teachers are working with him to help him pass the test, but I think it is really unfair that after all these years of coming to school and after passing all of his classes, he might not get a diploma because of one test." While Jake expresses a viewpoint shared by many, Janelle, also a high school senior, shares a view that give Essentialist educators pause. Janelle, who is enrolled in numerous AP and advanced classes, finds that the standards "dumb down the curriculum" in general classes and "drive teacher instruction." While she feels it is good to have a minimum standard for high-school competency for the employers who will hire students right out of high school, she feels college-bound students who do not have access to AP or IB classes pay the price for attending classes where the curriculum is tied to a high-stakes test that only tests minimum skills. Janelle contends, "high-stakes tests connected to AP and IB classes involve more critical thinking and are more challenging than a standards test. While the curriculum is still connected to a test, it is a more challenging curriculum than those connected to states standards." Words of Advice from the Students Educators spend a great deal of time listening to policy makers. Surprisingly, however, the clearest voice educators should listen to is that of the students. A rather astute middle school student offers the following advice to teachers concerning NCLB and high-stakes testing: "It is important for teachers to assure students that they have learned the material or to tell them what they don't know before the test so they can do well on the test. Teach your students well and assure them they know the material on the test." "All the tests that come before the real test are more stressful than the actual test. Can something be done about that?" "Make kids feel relaxed when they take the tests, like I prefer to sit in a corner and look at no one. Some teachers would let me change my desk, but others wouldn't and that makes me stressed." "If we didn't have high-stakes tests and standards, teachers would not have a goal in their teaching and kids would learn different things depending on who the teacher was. How would my teacher next year know what to teach me without standards?" This article was contributed by Janice Christy, M.Ed., English Department Chair, Louisa County High School, Louisa, Virginia.