The U.S. Department of Education (ED) initiated the Growth Model Pilot Project (GMPP) in November 2005 with the goal of approving up to ten states to incorporate growth models in school adequate yearly progress (AYP) determinations under the "Elementary and Secondary Education Act" ("ESEA"). After extensive reviews, nine states were fully approved for the initial phase of the pilot project by the 2007-08 school year: Alaska, Arizona, Arkansas, Delaware, Florida, Iowa, North Carolina, Ohio, and Tennessee. Based on analyses of data provided by the U.S. Department of Education and by the pilot grantee states, this report describes the progress these states made in implementing the GMPP in the 2007-08 school year. The growth models implemented under the GMPP were all designed to augment rather than replace the standard status model and safe-harbor provisions for determining school AYP. The growth models resulted in more schools making AYP than would have been the case using only status and safe-harbor. The results of this analysis showed that schools serving economically disadvantaged student populations in all pilot states except for Arkansas were more likely than more-advantaged schools to make AYP by growth. The results of this analysis show that use of growth models generally added to the number of schools making AYP but that the numbers were not large in almost all pilot states. This study has also shown that the types of growth models states select for federal accountability purposes are consequential and raise some potentially difficult theoretical questions for policymakers. Appendices include: (1) Comparison of GMPP Growth Models with State Accountability Systems; (2) State GMPP Model Summaries; (3) Supplemental Exhibits; and (4) Derivation of the Generic Projection Model Rule for Identifying On-Track Students. (Contains 79 exhibits and 41 footnotes.) [For the related report, "Interim Report on the Evaluation of the Growth Model Pilot Project", see ED511755.]