The No Child Left Behind Act (NCLB 2001) has the faculties of every public and charter school scrambling to drive test scores of seven identified groups of children (African-American children, Anglo-White children, children with disabilities, Hispanic children, children of poverty, children with English language limitations, and Native-American children) to meet ever higher standards needed for Adequate Yearly Progress (AYP). All educators know of schools that have failed to meet the AYP standards and have seen their faculties broken, their administrators demoted, and entire communities disheartened. The pressure felt by educators has driven them to cut corners when preparing children to take high-stakes tests. Some of those efforts are good, others are bad (illegal), and yet others are ugly (ethically marginal). The good initiatives, as demonstrated in this article, can be linked to the administrative climate of schools.