The No Child Left Behind Act of 2001 has increased the role of assessment in K-12 education. Designed to ensure that all students meet high academic standards, the law currently requires states receiving Title I funds to test all children annually in reading and math in grades 3 through 8 and report student performance disaggregated by poverty, race and ethnicity, disability, and limited English proficiency. By the 2005-06 school year, tests must be expanded to include at least one year between grades 10-12, and by 2007-08, states must also include science assessments at least once in grades 3-5, grades 6-9, and grades 10-12. The law requires states to set annual measurable objectives to track student progress towards reaching proficiency, with the ultimate goal that "all groups of students--including low-income students, students from major racial and ethnic groups, students with disabilities, and students with limited English proficiency--reach proficiency within 12 years". This report summarizes the spring 2003, fourth-grade reading achievement data from 29 different schools in an urban school district in the Pacific Northwest. The original data set contained 1,290 students, but some students were missing data in some but not all of the dependent variable measures, so the total sample size used for different analyses varies by measure. Item Analysis for District Reading Test, Selected Response: Forms A and B is appended. (Contains 17 tables.)