The author, as a retired high school teacher, has some bad news for college professors. In case, they do not already see what is happening. The author wants to warn them of what to expect from the students who will be arriving in one's classroom even if they teach in a highly selective institution. No Child Left Behind went into effect for the 2002-03 academic year, which means that America's public schools have been operating under the pressures and constrictions imposed by that law for a decade. Since the testing requirements were imposed beginning in third grade, the students arriving in one's institution have been subject to the full extent of the law's requirements. While it is true that the US Department of Education is now issuing waivers on some of the provisions of the law to certain states, those states must agree to other provisions that will have as deleterious an effect on real student learning as did No Child Left Behind--everyone has already seen that in public schools, most notably in high schools. In many cases, students would arrive in the author's high school without having had meaningful social studies instruction, because even in states that tested social studies or science, the tests did not count for "adequate yearly progress" under No Child Left Behind. Recognizing this, those teachers in public schools do what they can to work on those higher-order skills, but they are limited.