The Title I public school transfer option has sparked many debates among educators. Although there are numerous studies that reveal mobility can hurt student performance, the federal No Child Left Behind (NCLB) law urges parents to move their children out of low performing Title I schools. Some school officials may not realize the implications the NCLB transfer option may potentially have on their schools' overall performance rating. The current federal NCLB Act of 2001 offers parents with children in failing Title I schools two options: transfer their child to another school in the district that has not been identified as needing improvement or enroll the child in supplementary educational services (SES), such as tutoring, remediation, or other academic instruction (Kim & Sunderman, 2004). Title I parents seeking more suitable school choice options for their children may have a difficult time comprehending why their schools are labeled failing when other schools with similar characteristics are not failing. Nationally, an extremely small percentage of students take advantage of the NCLB Title I transfer option. These students who opt to transfer may need additional resources that will help them close the achievement gap. The county used in this research has an astronomical number of transfer requests, but the NCLB transfer take precedence over all transfers being granted. Each year the transfer process becomes more complex and confusing because several non-Title I parents feel that they should also be entitled to the same option to remove their child out of an undesirable school, which is viable. This study provides descriptive, disaggregated by subgroups data on composition of NCLB transfer students. The South Carolina High School Assessment Program (HSAP) test results identified the level in which each student performed. The students HSAP data was collected and compiled in the appendix. By comparing the NCLB transfer students HSAP scores to the non-transfers in their receiving schools, it is clear that NCLB transfer students negatively affects the school's accountability rating. The mean scores of the students who are the subject population of the research were compared to that of the non-transfer students. The non-transfer population means scores were slightly higher than the entire subject population. The non-transfer student scores were compare to the NCLB transfer students mean scores to determine if there were significant differences in English Language Arts (ELA) and mathematics scores. The research revealed that there were differences ranging from 9 to 21 lower points in transfer students means scores compared to the non-transfers. However, the significant differences were apparent in the entire independent sample t test with only one exception. In 2007-08 the ELA p value was 0.069. The study identified the significant difference between interaction effects of ELA and mathematics scores of subgroups that exercise the NCLB transfer and non-transfers. Socioeconomic status was the only subgroup that had an interaction effect. Race, gender, limited English proficiency, and special education did not have an interaction effect. School officials can use this data to determine what programs adjustments are needed, if any, to improve their school's accountability rating and will close the achievement gap before the 2013-2014 deadline. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]