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Develop challenging standards for what students should know in mathematics and reading or language arts. In addition, for each of these standards, states should develop performance standards representing three levels: partially proficient, proficient, and advanced. The standards must be the same for all children. If the state does not have standards for all children, it must develop standards for Title I children that incorporate the same skills, knowledge, and performance expected of other children.doi:10.1037/e531502006-001 fatcat:oze5t3ugrrbodey2iapnyd5d6e