This report explains that The Elementary and Secondary Education Act (ESEA)--known since 2001 as No Child Left Behind (NCLB)--requires states to set annual objectives for increasing student achievement in reading and mathematics and closing achievement gaps among student subgroups. Under the flexibility waiver granted by the US Department of Education, accountability is focused on improving outcomes for students in Virginia's lowest-performing schools, which must meet annual measurable objectives (AMOs) for raising reading and mathematics achievement. These annual objectives in reading and mathematics replaced the Adequate Yearly Progress (AYP) targets that schools were required to meet from 2002 until 2011. While the AMOs are intended as yearly goals for low-performing schools, all schools are expected to meet or exceed the objectives. Separate AMOs have been set for student subgroups, including Proficiency Gap Groups comprising students who historically have had difficulty meeting the commonwealth's achievement standards including:(1) Students with disabilities, limited English proficiency, and economically disadvantaged students; (2) African American Students not of Hispanic origin; and (3) Hispanic students of one or more races. All public schools--including schools that do not receive Title I funds under ESEA--must develop and implement improvement plans to raise the achievement of student subgroups not meeting the annual benchmarks. This document reports that achievement during 2013-2014 on the grade-3 history/social science test, the grade-3 science test, grade-5 writing test, and the United States History I and the United States History II content-specific tests will be factored into accreditation ratings for 2014-2015. These tests will not be administered during 2014-2015 and subsequent years as a result of legislation approved by the 2014 General Assembly. School divisions are required to certify annually that content previously assessed with the discontinued tests is being taught, and that a locally approved test consistent with Board of Education guidelines is used to measure student progress. Virginia, under flexibility granted by the US Department of Education, has established AMOs designed to reduce proficiency gaps between students in high-performing and low-performing schools within six years.