Today's economy demands that "all" young people develop high-level literacy, quantitative reasoning, problem solving, communication and collaboration skills, all grounded in a rigorous, content-rich K-12 curriculum. Acquiring this knowledge and these skills ensures that high school graduates are academically prepared to pursue the future of their choosing. Since 2005, Achieve has annually tracked states' progress in adopting college- and career-ready (CCR) policies: specifically, the adoption of CCR standards in the foundational subjects of English language arts/literacy and mathematics, graduation requirements that ensure that students have access and students, have completed a rigorous course of study than have students in states that require students to opt into rigor. As in past years, Achieve's 2014 50-state survey of high school policies focused on aligned standards, graduation requirements, assessments, and accountability and data systems. This process included a survey states completed in summer 2014. Forty-nine states and the District of Columbia participated in this year's survey. As this year's annual report shows, states have made substantial progress in some areas but still have a long way to go. More than half of the states still have not made completing a college- and career-preparatory course of study, fully and verifiably aligned with state standards, a requirement for high school graduation. High school assessment systems in many states are in a period of transition. It is not yet clear that most states will ultimately have a coherent and streamlined assessment system that both measures how well students are meeting state standards and lets high school students and postsecondary institutions know whether exposure to all standards, assessments that test whether students have attained the academic knowledge and skills they need to be prepared, and accountability systems that value college and career readiness. Until states have coherent systems of standards, course-taking requirements, assessments and performance indicators in place, students, educators, parents, policymakers and the public will not know whether the system is preparing all young people for postsecondary success. Appendices include: (1) Achieve Resources; and (2) Methodology. [For the 2013 annual report, see ED546620.]