The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and policies to be used in tracking the adequate yearly progress (AYP) of schools toward these goals. This report examines Georgia's NCLB accountability system, particularly how its various rules, criteria and practices result in schools either making AYP, or not making AYP. It also gauges how tough Georgia's system is compared with other states. Georgia's AYP rules create a set of circumstances which mean that several schools make AYP in Georgia that do not in most of the 27 other states. Although Georgia's proficiency standards are relatively easy compared to other states, Georgia's annual 2008 targets for reading are relatively difficult to achieve: approximately 73 percent of a given population in any school must obtain reading proficiency in order for the school to make AYP. Consequently, every school with a limited English proficient (LEP) subgroup failed to make AYP. Compared to the other 27 states examined, Georgia places in the upper middle of the distribution in terms of the number of schools making AYP. The report concludes that although in some respects, Georgia's NCLB accountability system is working as intended by the legislation, NCLB shortcomings are also evident, and should be considerations for Congress in future reauthorizations of the act. (Contains 8 footnotes, 4 figures, and 6 tables.) [For "The Accountability Illusion," see ED504712. For individual state reports, see ED504680-ED504694, ED504700-ED504711 and ED504719.]