「帶起每個孩子法案」的主要目的，在於提升美國學童的學業成績表現，特別是聚焦於貧窮及弱勢學生學業成績之改善。「帶起每個孩子法案」規定以學生標準化評量的成績來評定學校是否達成「年度充分進步」的要求；「年度充分進步」評鑑制度的出現，正宣示著美國追求卓越的中小學教育績效訴求。本研究旨在探討美國「帶起每個孩子法案」的特質、主要內涵以及「年度充分進步」制度的現況與做法，提出其對於我國中小學教育績效責任之啟示：1.重視學童基本學科能力的養成；2.建立更具彈性、符合現實的學習績效規範；3.重視多元內容的教育績效責任；4.精進教育人員之專業能力；5.強調有效學習的教育改革，讓每個孩子皆能有所進步；6.重視閱讀能力的培養。

“No Child Left Behind Act” of the United States aims mainly to improve the performance of U.S. primary and secondary schools, especially for improving the academic achievement of the disadvantaged students. The NCLB Act requires states use standardized assessments in order to measure AYP (Adequate Yearly Progress). AYP's concern about every child's success has shown its emphasis on school performance and the coming of high-demanding accountability in the United States. Implications are drawn based on the Act and its accountability system for schools and educational practice in Taiwan. Namely, we must:1. Focus on students' academic performance and proficiency.2. Establish accountable mandates which are more flexible and practical.3. Focus on multi-dimensional accountability.4. Build up teachers' professional competence.5. Emphasize reforms that enhance effective learning, so that every child has a chance to succeed.6. Attach great importance to the funding for reading.