Abstract
NCLB focused on school accountability to ensure that all students receive a high quality education. However, many educators argue several unintended consequences of NCLB harm the very students it is intended to protect. The testing regimen of NCLB for language arts and mathematics has led many schools to increase instructional time devoted to these subjects and to the exclusion of other, non-tested subjects. This study explored the effects of these trends on students and teachers in elementary schools in an urban California school district.