Given the policy imperative of using multiple measures for state education accountability under the No Child Left Behind Act (NCLB), this study examines similarities and discrepancies between the National Assessment of Educational Progress (NAEP) and the states' own math assessment results in Kentucky and Maine, with a focus on 3 major academic performance indicators: proficiency level, achievement gap, and achievement gain. Using meta-analytic techniques, the study synthesizes multiple measures from the two states over the periods of 1992-1996 and 2000-2003. It pinpoints the areas and degrees of the discrepancies and explores contributing factors. It also reports emerging convergence of the NAEP and state assessments under the NCLB.