Educators and the general public are often discouraged by grim reports by the media regarding our nation’s standing with regard to education and the policies that attempt to improve that standing. This study examined (a) the percentage of students identified as needing special education, (b) graduation rates, and (c) dropout rates from a sample of state reported data before and after implementation of the No Child Left Behind Act (2002) to determine if the policy had an effect in these areas. Despite media assertions, no significant differences were found in these variables when comparing data from 2003–2004 and 2007–2008. It is suggested that future research be inclusive of students with disabilities who opt to use accommodations on statewide testing (Bielinski, Thurlow, Callender, & Bolt, 2001). Longitudinal studies are suggested to see if preschool attendance in public schools influences graduation rates or dropout rates. Additional factors that merit exploration include family dynamics, gender identity, school violence, or number of disciplinary referrals to number of students eating breakfast at school, faculty credentials, and faculty-to-student ratio.