<P> Under NCLB, existing teachers--including those with tenure--were also supposed to meet standards . They could meet the same requirements set for new teachers or could meet a state - determined "...high, objective, uniform state standard of evaluation," aka HOUSSE . Downfall of the quality requirements of the NCLB legislation have received little research attention, in part because state rules require few changes from pre-existing practice . There is also little evidence that the rules have altered trends in observable teacher traits . For years, American educators have been struggling to identify those teacher traits that are important contributors to student achievement . Unfortunately, there is no consensus on what traits are most important and most education policy experts agree that further research is required . </P> <P> Several analyses of state accountability systems that were in place before NCLB indicate that outcomes accountability led to faster growth in achievement for the states that introduced such systems . The direct analysis of state test scores before and after enactment of NCLB also supports its positive impact . A primary criticism asserts that NCLB reduces effective instruction and student learning by causing states to lower achievement goals and motivate teachers to "teach to the test ." A primary supportive claim asserts that systematic testing provides data that shed light on which schools don't teach basic skills effectively, so that interventions can be made to improve outcomes for all students while reducing the achievement gap for disadvantaged and disabled students . </P> <P> The Department of Education points to the National Assessment of Educational Progress (NAEP) results, released in July 2005, showing improved student achievement in reading and math: </P> <Ul> <Li> More progress was made by nine - year - olds in reading in the last five years than in the previous 28 years combined . </Li> <Li> America's nine - year - olds posted the best scores in reading (since 1971) and math (since 1973) in the history of the report . America's 13 - year - olds earned the highest math scores the test ever recorded . </Li> <Li> Reading and math scores for black and Hispanic nine - year - olds reached an all - time high . </Li> <Li> Achievement gaps in reading and math between white and black nine - year - olds and between white and Hispanic nine - year - olds are at an all - time low . </Li> <Li> Forty - three states and the District of Columbia either improved academically or held steady in all categories (fourth - and eighth - grade reading and fourth - and eighth - grade math). </Li> </Ul>

The minimum level of student performance required by the federal legislation no child left behind is