In a survey of 30 Mid-Atlantic Region education leaders, improving the achievement of No Child Left Behind subgroups (low-income students, students with limited English proficiency, students with disabilities, and students in major racial and ethnic groups) was the top priority in Delaware, Maryland and New Jersey, despite concerns about the accuracy and validity of test data. All Mid-Atlantic Region states report difficulty in raising the achievement of black and Hispanic students to targets. In response to these concerns, the principal research question of this report investigates to what extent Mid-Atlantic Region schools are achieving adequate yearly progress targets for No Child Left Behind subgroups and provides education leaders with data on what standards Mid-Atlantic Region states set for adequate yearly progress, how subgroups perform against these standards, and how subgroup performance influences schools' adequate yearly progress determinations. The report finds large differences in policies and results across states. Examining the region as a whole, the report identifies five patterns: (1) Disparities across states in minimum group sizes, annual measurable objectives, and tests make state-to-state comparisons of subgroup achievement inappropriate; (2) When schools did not make adequate yearly progress, the reason was generally the performance of multiple subgroups, partly because economically disadvantaged students are also sometimes members of other subgroups; (3) Students with disabilities represent a relatively low share of enrollment across the region, but in Delaware, Maryland, New Jersey, and Pennsylvania more schools did not make adequate yearly progress due solely to this subgroup than to any other; (4) Performance of the economically disadvantaged subgroup was the second most frequent reason for schools in Delaware, Pennsylvania, New Jersey, and the District of Columbia to not make adequate yearly progress due solely to one subgroup; and (5) Fewer schools did not make adequate yearly progress due solely to the performance of limited English proficiency students than to that of any other non-race or non-ethnicity subgroup, except in Maryland. Detailed state data confirm the challenges to raising the performance of economically disadvantaged students and those with disabilities: as the annual measurable objectives approach 100 percent proficiency, meeting these targets will become even more challenging. The report makes two recommendations: (1) Unbalanced distribution of students with disabilities and economically disadvantaged students across schools and the stigma from viewing schools not making adequate yearly progress as failing make it reasonable for policymakers to consider other definitions of adequate yearly progress (value-added or growth modeling are cited as possible approaches); and (2) School policymakers should look beyond pass/fail categorizations to investigate how the achievement of students in each No Child Left Behind subgroup compares with that of subgroups in similar schools. (Contains 2 boxes, 8 figures, and 6 tables.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education by Regional Educational Laboratory Mid-Atlantic administered by Pennsylvania State University.]