PARCC
Before No Child Left Behind, The Elementary and Secondary Education Act was passed in 1965 as a part of the "War on Poverty". In hopes of diminishing the achievement gap, the Elementary and Secondary Education Act was passed to create equal opportunity and access to education through high standards and accountability. These standards and accountability techniques came in the form of standardized testing. For the first time, federal money was being sent into local schools and made the production of test-based evidence mandatory for all educators. Standards were being assessed on these state-created exams, and local schools were then accountable to perform on these exams. In 2002, Congress re-examined ESEA and reauthorized it as No Child Left Behind Act (NCLB).
Geoffrey D. Borman
Borman's scholarship has contributed to understanding how federal education programs have reduced the persistent achievement gaps in American society. His 2001 book, "Title I: Compensatory Education at the Crossroads" (Borman, Stringfield, & Slavin, 2001), discussed the history, student achievement effects, and future of the federal government's largest investment in elementary and secondary education: Title I of the Elementary and Secondary Education Act of 1965 (most recently reauthorized as the No Child Left Behind Act of 2002). His article "National Efforts to Bring Reform to Scale in High-Poverty Schools: Outcomes and Implications", traced the history and academic effects of America's investments in elementary and secondary education over the period 1965-2001 (Borman, 2005).