Research for No Child Left Behind

Under the accountability provisions of the No Child Left Behind Act of 2001, states are required to assess students in reading and math and to identify them as below proficient or as proficient or advanced (both considered passing). Because schools are held accountable only for ensuring that students test proficient or better, there have been concerns that a focus on increasing the percentage of students testing proficient might unintentionally lead to fewer students testing at the advanced level. This report finds that schools in Kentucky and Virginia with the greatest increases in the percentage testing proficient or better also have the greatest increases in the percentage testing advanced. Prepared by Regional Educational Laboratory (REL) Appalachia, administered by CNA Education.