108 STAT. 3524 PUBLIC LAW 103-382—OCT. 20, 1994 standards shall include the same knowledge, skills, and levels of performance expected of all children. "(D) Standards under this paragraph shall include— "(i) challenging content standards in academic subjects that— "(I) specify what children are expected to know and be able to do; "(II) contain coherent and rigorous content; and "(III) encourage the teaching of advanced skills; "(ii) challenging student performance standards that— "(I) are aligned with the State's content standards; "(II) describe two levels of high performance, proficient and advanced, that determine how well children are mastering the material in the State content standards; and "(III) describe a third level of performance, partially proficient, to provide complete information about the progress of the lower performing children toward achieving to the proficient and advanced levels of performance. "(E) For the subjects in which students will be served under this part, but for which a State is not required by subparagraphs (A), (B), and (C) to develop, and has not otherwise developed such standards, the State plan shall describe a strategy for ensuring that such students are taught the same knowledge and skills and held to the same expectations as are all children. " (2) YEARLY PROGRESS.— "(A) Each State plan shall demonstrate, based on assessments described under paragraph (3), what constitutes adequate yearly progress of— "(i) any school served under this part toward enabling children to meet the State's student performance standards; and "(ii) any local educational agency that received funds under this part toward enabling children in schools receiving assistance under this part to meet the State's student performance standards. "(B) Adequate yearly progress shall be defined in a manner— "(i) that is consistent with guidelines established by the Secretary that result in continuous and substantial yearly improvement of each local educational agency and school sufficient to achieve the goal of all children served under this part meeting the State's {>roficient and advanced levels of performance, particuarly economically disadvantaged and limited English proficient children; and "(ii) that links progress primarily to performance on the assessments carried out under this section while permitting progress to be established in part through the use of other measures. "(3) ASSESSMENTS.—Each State plan shall demonstrate that the State has developed or adopted a set of high-quality, yearly student assessments, including assessments in at least mathematics and reading or language arts, that will be used as the primary means of determining the yearly performance of
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