This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance levels--basic and above, proficient and above, and advanced; (2) Background information about limitations of the state's test data and characteristics of the state's testing system, including major changes in its testing system; (3) Figures and tables with the percentages of students scoring at the proficient level and above for all years with comparable data since 1999 and for all grades tested under the No Child Left Behind Act; (4) Figures and tables with percentages of students performing at three achievement levels--basic, proficient, and advanced--for all years with comparable data and for grades 4, 8, and 10 (or adjacent grades, in the case of states that lack comparable trend data for these default grades); (5) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study; and (6) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study. In general, Pennsylvania students made gains across the board at the basic, proficient, and advanced levels of achievement. Specific results include: (1) Since 2002, the percentage of students of students scoring at the basic level and above in reading has increased slightly at the elementary and high school grades analyzed and has risen at a moderate-to-large rate at the middle school level; math showed a similar pattern--a slight gain at the elementary and high school levels and a moderate-to-large increase at the middle school grade; (2) The percentage of students reaching the proficient level and above increased at a moderate-to-large rate in both reading and math at all three grade levels analyzed; and (3) In reading, the percentage of students reaching the advanced level went up at a moderate-to-large rate at all three grade levels analyzed; in math, there was a moderate-to-large gain in the percentage of advanced students at the elementary and middle grades analyzed and a slight gain at the high school level. (Contains 6 figures and 6 tables.) [For "State Test Score Trends through 2007-08, Part I: Is the Emphasis on 'Proficiency' Shortchanging Higher- and Lower-Achieving Students?," see ED506121. For "State Test Score Trends through 2007-08. Part II: Is There a Plateau Effect in Test Scores?," see ED506122.]