In the US parents are given a choice and have the right to takeover the schools in their district when dealing with under-performing schools. 

The NCLB model was a failure in part due to the means of implementation, each district and school was put in charge of the variables and vectors were never defined. 

• The implicit order was never applied nor defined well
• The fox guarding the hen house

Communication in the parents native language was poorly written or not translated based on the community dialect. 

The rights of parents was never presented to parents in a way that the law offered.  Districts and Schools are the lowest level in the funding model from the nation, to state, into counties office of education then into the districts and schools.

Barriers to change

• Self preservation
• Assumptions that poor people are not intelligent enough to develop the model for their communities education needs. 

Parents Rights - Applied with out any enforcement

• A parents right to transfer across districts was rarely approved if at all. 
  • I personally, never found a single case. 
    • Students who struggled with the failing schools as they were too bright quickly became problems or began to act out. 
      • A student with behavior problems would never be approved in a inter-district transfer. 
• Few schools supplied transportation for students to receive tutoring
  • In fact the model often adopted was not collaborative instead a consulting group was hired and plan introduced. 
    •  None of the tutoring options were ever mentioned about the parents right to select a tutor and have transportation paid by the NCLB funding. 
      
      • Students who are habitually tardy were expected to show up an hour earlier to attend sessions with the same teachers who consistently failed to improve the learning outcomes. 
        
• Districts and School administrators never informed parents of their right to charter schools as a school choice. 
  • In one example; the implementation grant was awarded to a model program for early care to expand into primary grades k-5th.