No Child Left Behind’s fourth-grade gains aren’t learning gains, they’re testing gains. That’s why they don’t last. The law is a distraction from things that really count.

Kozol is criticizing the No Child Left Behind era’s reliance on standardized testing as the primary measure of school success. He argues that reported improvements—especially in early grades—often reflect short-term score inflation driven by test preparation, narrowed curricula, and strategic coaching rather than durable understanding. Because these gains are not rooted in deeper learning, they fade over time. Calling the law a “distraction,” he implies that accountability systems can divert attention and resources from what he sees as the real determinants of educational equity and quality—adequate funding, smaller classes, experienced teachers, rich curricula, and addressing poverty and segregation. The quote frames NCLB as a policy that mistakes measurement for education.