For good or bad, we live in one of those states where all kids have to take a standardized test (actually, a couple of them; Language Arts and math) at the end of every school year, starting in third grade. As you might imagine, when you have a child who has historically had very significant language-based issues, you start out with relatively low expectations for his LA test scores even though he has been working his butt off for years and improving steadily.
His third grade and fourth grade LA scores were a lot better than expected, frankly. He got roughly the same score for both of those years, and the first year, I actually did a dance of joy in the principal's office when I saw his results! She has a Special Ed background, so she fully understands why a parent would be ecstatic over a test result that is basically "not quite grade level but pretty close." For a kid who had essentially no functional receptive or expressive language in preschool, for him to be even in the same ballpark as his classmates on a standardized and timed LA test by third and fourth grade is pretty damned amazing, if you ask me.
The principal sent out his fifth grade test scores the other day. Not only does his LA test score indicate that he's performing at grade level, he scored in the 89th percentile nationally!! Holy crap. Just for comparative purposes, the kid was actually in a high math class in fifth grade and tested at grade level for that as well, but with a 71st percentile score. He blew the damned LA test out of the water. I couldn't believe it. I gave a copy to his reading comprehension/writing tutor and told her that she should put it on her fridge as a mark of her own accomplishment as well as his!!
We aren't out of the woods yet, not by a long shot. There's a big social component to this, and as the academic issues resolve, that piece comes more and more into focus as where all of our efforts need to be directed now. That's a big deal and will only get bigger as he gets older. But wow. Just WOW.