Drawing from empirically based and theoretical literature in the field, this review examines Adequate Yearly Progress (AYP) and the accountability provisions found in Title One of the NCLB legislation. States have the ability to statistically manipulate their AYP implementation, which may give a false impression to the public that AYP is a consistent measure of school effectiveness across the country. The first section identifies the measurement concerns with the implementation of AYP. The second section of the review deals with the benefits of AYP and the unintended consequences. The review also analyzes the complexities involved with establishing school accountability and the effective and ineffective provisions of the NCLB reform. Finally, this paper concludes with recommended areas of research for policymakers and educators alike who are interested in sustainable reform. (Contains 8 figures.)