Adequate yearly progress (AYP) towards 100 % proficiency on state tests is the cornerstone of the No Child Left Behind Act ([NCLB]; 2002). While this is a worthwhile goal, the process of monitoring progress toward that goal remains a challenging one. In this From the Directors article we address a number of those challenges, beginning with an example that illustrates some disparities in the current system. A review of 46 states shows a large variation in the proportion of schools that are failing to make AYP using a state’s own assessments and proficiency levels. Table 1 illustrates substantial differences between the percentages of schools in several states making AYP in 2004 compared to the states ’ 2005 National Assessment of Educational Progress (NAEP) fourth-grade reading scores. Although we admittedly are comparing two different types of achievement, these results illustrate important performance issues worthy of deeper investigation
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