EDUCATIONAL RESEARCHER4 There are major issues involved with the disaggregated

No Child Left Behind (NCLB) Act in terms of its adequate yearly progress re-porting for students with limited English proficiency (LEP). Inconsis-tent LEP classification, as well as the sparse population of LEP students in many states, threatens the validity of adequate yearly progress reporting. The LEP subgroup’s lack of stability also threat-ens accountability, since students attaining English proficiency move out of the subgroup. The linguistic complexity of assessment tools may lower LEP student performance in areas with greater language demand. Finally, schools with larger numbers of LEP students with lower baselines may require greater gains. Thus, NCLB’s mandates may unintentionally place undue pressure on schools with high num-bers of LEP students. Continuing efforts to remedy these issues should bring more fair assessment and accountability. The No Child Left Behind Act (NCLB; Public Law No.107-110, 115 Stat. 1425, 2002), the most recent reau-thorization of the Elementary and Secondary Act o