Since the implementation of the federal No Child Left Behind Act (NCLB) in 2002, the impact upon America's schools has been signicant in many areas. In a positive sense, NCLB has caused schools and school districts to examine the performance and academic achievement of subgroups, often for the first time. This examination has certainly highlighted the fact that the academic performance of many of our subgroups is below that of students as a whole. Historically, when teachers and administrators examined standardized achievement scores, for example, they were often satisfied if their students were achieving at or above the national average. The review of cumulative test data often masked the poor performance of students in various subgroups. The implementation of NCLB has certainly changed that situation.