“It is harder to reform education than it is to remove a cemetery.”
I took this metaphor seriously as center of the argument: controversial solutions, complex relationship among various factors, and unwillingness to execute yet high excitement to propose.

The matter should be judged from different perspectives. While it is true that education is affected by “gender, ethnicity, socioeconomic status, special education”, indicating a mixture of standards to be expected, it is also necessary to define some state or federal proficiency level “to determine what the students need to know and what they should be able to do […] to benefit from higher education or to work productively in the real world”. Inconsistency in education standard from the very basic start, as Carus has named, leads to consequent degradation in coming years, resulting in teachers’ reluctance to apply new materials or teaching methods and vice versa. Counter-effective law with its over optimistic anticipation, as Bracey substantiated, alludes to an even more cynical situation in which “no child left behind”, or in another way – all children left behind, for all school find it hard to satisfy the requirements. Is this the standard that education planners yearning for?