Asian American students, who comprise almost 5% of public school students in the U.S., are a very diverse group. In the aggregate, Asian Americans often have the highest achievement on state tests among major racial/ethnic subgroups. But this overall high performance can sometimes lead educators and policymakers to overlook the needs of low-achieving Asian American students, many of whom are immigrants, refugees, or English language learners (ELLs). This brief looks at the performance of Asian American students on state reading and mathematics tests and considers the policy implications of these achievement trends. Part 1 summarizes key results for Asian Americans on the state tests used for accountability under the No Child Left Behind Act (NCLB). Included are trends since 2002 in the percentages of Asian American students reaching the proficient and advanced levels of achievement on state tests, as well as various analyses of 2008 state test data for Asian Americans and other racial/ethnic groups. The information in part 1 is drawn from an immense set of test data from all 50 states that was gathered by the Center on Education Policy (CEP) with technical support from the Human Resources Research Organization (HumRRO) and was verified by state officials. For the past three years, CEP has used these data to do an ongoing study of state test score trends. Part 2 of this brief considers the policy implications of Asian American achievement trends. The authors arrived at these implications after reviewing studies by other researchers about possible factors affecting the achievement of Asian American students. Tables showing the 2008 percentages proficient in reading and math at grades 4, 8, and high school for the major racial/ethnic subgroups in each of the 50 states are appended. (Contains 10 tables, 1 figure, and 3 footnotes.) [This policy brief was written with assistance from Victor Chudowsky, Naomi Chudowsky, and Shelby Dietz. For "Student Achievement Policy Brief #1: African American Students," see ED513304.]