Teachers began to classify pupils into three groups - safe cases, suitable for treatment, and hopeless cases - and subsequently focused primarily on the middle group, seeing that this group had the most potential for improvement. In this same case, it was found that weaker pupils received less attention. Status and growth models refer to how outcomes are measured and they each create different objectives and incentives for schools. Status models measure the percent of students who achieve certain levels of proficiency and require schools to raise performance to meet the proficient level (Krieg, 2008, Neal and Schanzenbach, 2010 cited in Figlio and Loeb, 2011).