The failure of schools to include English-language learners (ELL) in their testing programs or the low performance of this particular sub-group on state assessments are some of the major reasons why schools come to be labeled as not meeting adequate yearly progress requirements under "No Child Left Behind" (NCLB). According to the authors of the brief from the National Center for Research on Evaluation, Standards, and Student Testing (CRESST), there are both educational and technical issues that must be addressed while the goal of having all students reach proficiency by 2014 is worthwhile. To meet the NCLB goals, they recommend that states, districts, and schools: focus on reading, closely track ELL performance and identify and use teachers who are making good progress with ELL students, review test questions for the purpose of eliminating undue linguistic complexity and cultural bias, develop incentives for schools to retain the most capable students in ELL classes, encourage proper test accommodations, and look for "existence proof."