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. Due to changes in Washington's testing program, only three years of comparable test data (2006-2008) are available at the middle school level, the minimum span needed to discern a trend. Comparable data go back to 2002 for the other grade levels. Overall, Washington students made gains at the basic, proficient and advanced levels at most, but not all, of the grade levels analyzed. Specific results include: (1) The percentage of students scoring at the basic level and above in reading declined slightly at the elementary and middle school grades analyzed but increased at a moderate-to-large rate at the high school level; in math, the percentage of students at the basic level decreased slightly at the elementary level, increased at a moderate-to-large rate at the middle school level, and rose slightly at the high school level; (2) In reading, the percentage of students at the proficient level and above increased at a moderate-to-large rate at the elementary and high school levels but decreased at a moderate-to-large rate at the middle school grade analyzed; in math, there was a slight increase in the percentage proficient at the elementary level and moderate-to-large gains at the middle and high school grades analyzed; and (3) The percentage of students reaching the advanced level increased at a moderate-to-large rate in reading at the elementary grade analyzed and at a slight rate at the middle and high school levels; in math, the percentage of advanced students went up slightly at the elementary and high school levels and at a moderate-to-large rate at the middle 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.]