The Common Core may or may not meet the expectations the creators envision. Although the creators of Common Core have good intentions and have done a lot of research, no single program can solve everything (1). The Common Core program claims to have a solution to any type of problem (2). The Common Core standards are so long that any teacher can use them in any type of situation. Once teachers have all learned the system, they can all work together and come up with the best possible solution. If Common Core is to be used in all schools, how will the No Child Left Behind (NCLB) Act play a role in the school system? With all the changes that Common Core will bring, how will it affect our school and its students? Four researchers stated that in general, one-third of all high school students can read proficiently, which is a problem that needs to be addressed (Pitcher et al. 636). -645). In July 2009, a group of teachers began working on what is now called the Common Core in hopes of making current academic standards more sufficient (3). Over the next two years, they made changes based on feedback from teachers who were using it and had concerns (4). One of the main concerns was whether it would work, as the ten-year experiment with no children left behind proved to be a failure (Strauss). Even if they think it's a failure, they have learned that making students take these big tests like the Florida Comprehensive Assessment Test (FCAT) will make them less interested in learning, the dropout rate is higher and schools abandon students who perform the weakest tests. Through this act, the creators have hopefully learned not to focus on their test-taking skills (5). Teachers try to put reading materials...... middle of paper....... March 23, 2014. Pitcher S, Martinez G, Dicembre E, Fewster D, McCormick M. The Literacy Needs of Adolescents in their own words. Journal Of Adolescent & Adult Literacy [online series]. May 2010; 53(8): 636-645. Available from: Academic Search Complete, Ipswich, MA. Accessed February 23, 2014. Warren, James E. “Rhetorical Reading as a Gateway to Disciplinary Literacy.” Journal of Adolescent and Adult Literacy 56.5 (2013): 391-399. Academic research completed. Internet. March 23, 2014. Ying Guo, Laura M. Justice, Joan N. Kaderavek, Anita McGinty. "The literacy environment of preschool classrooms: Contributions of children's emerging literacy growth." » Journal of Reading Research 35.3 (2012): 308-327. Academic research completed. Internet. February 11, 2014. Shepherd, Jessica. “How the UK ranked compared to other OECD countries.” Diagram. 2009. Global education rankings. The Guardian. April 15 2014.