career ready academic content standards 
and college and career ready assessments, 
as defined in subparagraphs (B) and (C) 
of paragraph (13), a State may apply to 
the Secretary to replace the State plan re-
quirements under paragraph (2) with the 
accountability requirements under para-
graph (12). 
‘‘(ii) 
REQUIRED
PARTICIPATION.— 
After the adoption of college and career 
ready academic content standards and col-
lege and career ready assessments, as de-
fined in subparagraphs (B) and (C) of 
paragraph (13) and required under this 
subsection— 
‘‘(I) a State shall comply with 
this paragraph and paragraph (12) in 
lieu of paragraph (2); and 
‘‘(II) references in this Act to 
section 1111(b)(2) shall be deemed to 
be references to this paragraph and 
paragraph (12). 
‘‘(B) CRITERIA.—A State that participates 
in the accountability model described in para-
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graph (12) shall carry out the following activi-
ties: 
‘‘(i) Implement challenging college 
and career ready academic content stand-
ards, as defined in paragraph (13)(B). 
‘‘(ii) Implement college and career 
ready assessments, as defined in paragraph 
13(C). 
‘‘(iii) For a secondary school that 
awards diplomas, measure graduation rates 
as defined in section 200.19(b)(1) of title 
34, Code of Federal Regulations. 
‘‘(iv) Assess not less than 2 of the fol-
lowing additional indicators of whether stu-
dents are college and career ready: 
‘‘(I) Student scores on the ACT. 
‘‘(II) Student scores on the SAT. 
‘‘(III) The percentage of students 
who attend an institution of higher 
education. 
‘‘(IV) College remediation rates. 
‘‘(V) 
Results 
from 
Advanced 
Placement or International Bacca-
laureate exams. 
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‘‘(VI) Student grade point aver-
ages at an institution of higher edu-
cation. 
‘‘(VII) Rates of completion of the 
first year at an institution of higher 
education. 
‘‘(v) Provide a comprehensive State 
system of accountability for schools that do 
not meet the goals that are defined in sub-
clauses 
(V) 
and 
(VI) 
of 
paragraph 
(12)(B)(i), which aims to ensure that each 
student is college and career ready before 
such student graduates from a secondary 
school that awards diplomas and which 
shall include, at a minimum— 
‘‘(I) the evaluation of each school 
and each group of students described 
in paragraph (2)(C)(v)(II) against an-
nual progress targets described in 
subclauses (V) and (VI) of paragraph 
(12)(B)(i) that are aligned with the 
goal of ensuring that each student is 
college and career ready before such 
student graduates from secondary 
school; 
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‘‘(II) a system of categorization 
that will group schools based on— 
‘‘(aa) how the overall per-
formance of students, and the 
performance of each subgroup of 
students described in paragraph 
(2)(C)(v)(II), at such school com-
pares to each annual progress 
target described in subclauses 
(V) 
and 
(VI) 
of 
paragraph 
(12)(B)(i); and 
‘‘(bb) if the school is a sec-
ondary school, how students at 
such school perform when meas-
ured against key indicators of 
college and career readiness, as 
described in clauses (iii) and (iv); 
‘‘(III) supports and consequences 
for each school in the State, as appro-
priate for each school based on the 
categorization described in subclause 
(II); and 
‘‘(IV) incentives for schools that 
consistently 
exceed 
the 
annual 
progress targets described in sub-
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clauses (V) and (VI) of paragraph 
(12)(B)(i). 
‘‘(vi) Adopt intervention mechanisms 
for schools, as described in section 1116. 
‘‘(vii) Ensure that adequate student 
growth reports are delivered, in a timely 
manner, to parents and teachers (as appro-
priate) to enable parents and teachers to 
examine student progress toward becoming 
college and career ready. 
‘‘(C) ASSESSMENTS
ABOVE
AND
BELOW 
GRADE LEVEL.— 
‘‘(i) IN
GENERAL.—In carrying out 
the assessment requirements described in 
subparagraph (B)(ii), a State may use 
adaptive assessments described in para-
graph (3)(E). 
‘‘(ii) REQUIREMENTS
FOR
ADAPTIVE 
ASSESSMENTS.—For the results of any 
adaptive assessment to be included in the 
accountability model described under para-
graph (12), such results must provide the 
information necessary to determine ade-
quate student growth in accordance with 
paragraph (12)(C)(i). 
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‘‘(12) ACCOUNTABILITY MODEL.— 
‘‘(A) IN GENERAL.—Each State that will 
use an accountability model under this para-
graph shall submit a plan to the Secretary, 
which shall demonstrate that the State has de-
veloped and will implement a single, statewide 
State accountability system that will be effective 
in ensuring that all local educational agencies, 
public elementary schools, and public secondary 
schools meet the standard of adequate student 
growth as defined under this paragraph. 
‘‘(B) COMPONENTS
OF
THE
ACCOUNT-
ABILITY MODEL.— 
‘‘(i) IN
GENERAL.—Each State ac-
countability model shall— 
‘‘(I) be based on the academic 
standards and academic assessments 
adopted under paragraphs (1), (3), 
and (11), and other academic indica-
tors consistent with subparagraph 
(C)(ii); 
‘‘(II) take into account the 
achievement of all public elementary 
school and secondary school students; 
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‘‘(III) be the same accountability 
model that the State uses for all pub-
lic elementary schools and secondary 
schools and all local educational agen-
cies in the State; 
‘‘(IV) include components that 
recognize successful schools and that 
require 
intervention 
measures 
in 
struggling schools, which the State 
will use to hold local educational agen-
cies and public elementary schools and 
secondary schools accountable for stu-
dent achievement and for ensuring 
that such agencies and schools meet 
the standard of adequate student 
growth as described in subparagraph 
(C), in accordance with this para-
graph; 
‘‘(V) establish annual progress 
targets for each school that— 
‘‘(aa) aim to reduce by half, 
in less than six years— 
‘‘(AA) 
the 
difference 
between the percentage of 
students at the top per-
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