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The Uni=
ted States has a highly decentralized system of education. The Tenth Am=
endment (1791) of the U.S. Constitution (1787) states: =E2=80=9CThe powe=
rs not delegated to the United States by the Constitution, nor prohibite=
d by it to the States, are reserved to the States respectively, or to th=
e people.=E2=80=9D Therefore, the general authority to create and admin=
ister public schools is reserved for the states. There is no national s=
chool system nor are there national framework laws that prescribe curric=
ula or control most other aspects of education. The federal government,=20=
although playing an important role in education, does not establish or l=
icense schools or govern educational institutions at any level.1 The=20=
decentralized nature of U.S. education has its origins in the early hist=
ory of the United States. In the 17th and early 18th centuries, what wa=
s to become the United States began as separate colonies established by=20=
settlers from several European countries. In the 13 British colonies th=
at formed the original United States, the colonial governments or, in so=
me colonies, local communities were responsible for education. It was c=
ustomary for each locality to establish and support its own school(s) an=
d to educate its children according to its own priorities, values and ne=
eds. This history helps to explain why state and local governments toda=
y retain primary responsibility for administering elementary and seconda=
ry education in the U.S. In the pages that follow, you will find a des=
cription of the historic No Child Left Behind Act of 2001. Part I conta=
ins a general description of the organization and structure of U.S. educ=
ation, while Part II describes the roles played by all three levels of g=
overnment in education policy, administration and financing, with an emp=
hasis on elementary and secondary education.
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