This report presents the outcomes of the analysis of Grade Level of Achievement (GLA) data at the provincial level to inform the program planning and evaluation needs of Alberta Education as well as school and central office based administrators. GLA data reported to Alberta Education is a teacher's judgment of a student's academic progress. GLA is based on the learner outcomes in language arts and mathematics after a course for a specific grade level has been completed and reflects the results from the full range of classroom assessments. Given the comprehensiveness of classroom-based assessment, analysis of GLA data provides additional insights into factors that influence student achievement for students served by a range of specially focused programs. GLA data is not used as part of the Accountability Pillar. Key purposes of reporting GLA to parents and to Alberta Education include identifying students who are under-achieving, asking why and providing solutions both individually and systemically. There are several benefits in reporting GLA to Alberta Education including: (1) GLA shows parents how well students are performing when compared to set learning objectives; (2) GLA provides schools, school boards and the Province ways to measure the effectiveness of education programs targeting special groups like English as a Second Language students and students with special needs; (3) GLA results analyzed relative to gender differences, student mobility, and student birth month shows how the education needs of students can be better met if these factors are shown to be negatively affecting achievement; (4) GLA enables Alberta Education to improve how to assess student performance; and (5) GLA requires Alberta Education to be more accountable to Albertans in providing an excellent education system. Using GLA data as a benchmark, jurisdiction and school staff may wish to compare the data in school and jurisdiction GLA reports over time or in relationship to provincial norms. This can support conversations in professional learning communities and with school councils and parents regarding promising practices that have been demonstrated to improve student achievement in specific settings or may point to program areas requiring further reflection to improve student results. A bibliography is included. (Contains 34 tables, 8 figures, and 5 footnotes.) [This report was published by the Accountability and Reporting Division, Alberta Education.]