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. New Mexico has made changes to its testing program in recent years. As a result, comparable test data are available at the high school level only for 2007 and 2008, too short of a period to discern trends. At the elementary and middle school grades, comparable data are available from 2005 through 2008. In general, New Mexico showed mixed results at the basic, proficient, and advanced levels--middle school students made gains, but some declines occurred at the elementary school grade analyzed. Specific results include: (1) Between 2005 and 2008, the percentage of students scoring at the basic level and above in reading decreased slightly at the elementary school grade analyzed but increased at a moderate-to-large rate at the middle school grade analyzed; during this same period, the percentage basic in math rose at a slight rate at the elementary level and at a moderate-to-large rate at the middle school level; (2) The percentage of students performing at the proficient level and above in reading declined slightly at the elementary school grade analyzed but increased at a moderate-to-large rate at the middle school level. In math, the percentage proficient fell slightly at the elementary level but rose at a moderate-to-large rate at the middle school grade; and (3) In reading, the percentage of students reaching the advanced level went down slightly at the elementary grade analyzed but went up slightly at the middle school grade; in math, the percentage of advanced students decreased slightly at the elementary level but rose 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.]