That would make sense from the naming scheme, but it really had little to do with that. While the goal indeed was to "bridge the gap" between student performance, in order to do this NCLB requires all public schools receiving federal funding to administer nationwide standardized testing. In order to receive Title I funding, schools would need to achieve "Adequate Yearly Progress" on the testing scores. The amount of funding you got was directly proportional to average student results on standardized testing, you could lose students and funding if your school performed poorly.
This has resulted in an education program that teaches a narrow skillset that's designed to increase test performance, rather than achieving any sort of understanding of the curriculum. For example, a teacher would teach you how to drill out answers (rote memorization skills), but not the theory as to why the methodology they're teaching works (logical thinking, abstract thinking, and creative thinking skills). Not because they wouldn't want to, per se, but doing so would be a waste of time that could be spent on testing skills.
This has resulted in an education program that teaches a narrow skillset that's designed to increase test performance, rather than achieving any sort of understanding of the curriculum. For example, a teacher would teach you how to drill out answers (rote memorization skills), but not the theory as to why the methodology they're teaching works (logical thinking, abstract thinking, and creative thinking skills). Not because they wouldn't want to, per se, but doing so would be a waste of time that could be spent on testing skills.
The kids are being taught what to think, not how to think.

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