This study summarizes Iowa’s use of an approved growth model as part of the decision process for determining Adequate Yearly Progress (AYP), under the No Child Left Behind Act of 2001. Results for two years (2006-2007 and 2007-2008) are presented, along with the effects of using the growth calculations on AYP decisions for districts and schools.

The Iowa Department of Education study attempts to answer the question, “Is there a difference in the gaps in the achievement for student with different socio-economic levels between schools classified as central city, urban fringe, and rural?”

The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what America’s students know and can do in various subject areas. While the assessment is essentially the same from year to year, subtle differences occur over time in administration and subgroup composition. These differences have affected Iowa’s results.

When compared with states with similar education spending, this study reviews Iowa’s ranking on NAEP results.

The National Assessment of Educational Progress (NAEP) indicates that Iowa students in grades 4 and 8 comprehend numbers and operations better than their national counterparts. Other areas are not as dramatic.