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It thanks Alabama for participation in the Title I peer review process and summarizes findings for state assessment components under the ESEA. The letter states that reading/language arts and mathematics general and alternate assessments for grades 3-8 substantially meet requirements, while science and English language proficiency vary by component, with additional evidence required. It encloses peer review notes and critical elements listing next-step documentation expectations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/alabama-assessment-peer-review-2025/435142/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/alabama-assessment-peer-review-2025/435142.png","ImageObject",300,407,{"name":92,"@type":93},"Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-14","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What did the peer review process evaluate for Alabama under Title I and the ESEA?","Question",{"text":112,"@type":113},"It evaluated Alabama’s state assessment system submissions and determined whether components meet statutory and regulatory requirements under the ESEA.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which Alabama assessment components were found to substantially meet ESEA requirements?",{"text":117,"@type":113},"General assessments in reading/language arts and mathematics in grades 3-8 (ACAP Summative) and alternate assessments in those subjects based on alternate achievement standards (ACAP Alternate) were stated as substantially meeting requirements.",{"name":119,"@type":110,"acceptedAnswer":120},"What happens next regarding additional evidence and follow-up?",{"text":121,"@type":113},"The letter notes that Alabama is expected to provide additional evidence, potentially within one year, and that state staff will reach out to discuss peer notes, the determination, and next steps. Resubmission should occur once remaining evidence is available for the relevant component.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},435142,1791313457,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","UNITED STATES DEPARTMENT OF EDUCATION OFFICE OF ELEMENTARY AND SECONDARY EDUCATION  \nJuly 28, 2025  \nThe Honorable Eric G. Mackey State Superintendent  \nAlabama State Department of Education Gordon Persons Building  \nP.O. Box 302101  \nMontgomery, AL 36130-2101  \nDear Superintendent Mackey:  \nThank you for your participation in the U.S. Department of Education’s (Department’s) assessment peer review process under Title I of the Elementary and Secondary Education Act of 1965 (ESEA) . I appreciate the efforts of the Alabama State Department of Education (ALSDE) to prepare for the peer review, which occurred in March 2025.  \nState assessment systems provide essential information that States, districts, schools, educators, and parents can use to identify the academic needs of students; strategically target resources and supports to meet students’ unique needs; evaluate school and program effectiveness; and bolster academic achievement. A high-quality assessment system also provides critical information to parents about their children’s advancement against and achievement of grade-level standards. The Department’s peer review of State assessment systems is designed to provide feedback to States to support the development and administration of high-quality assessments.  \nExternal peer reviewers and Department staff carefully evaluated ALSDE’s submission and the Department found, based on evidence received, that the components of Alabama’s assessment system meet some, but not all, of the statutory and regulatory requirements of the ESEA. Based on the recommendations from this peer review and our own internal analysis of the State’s submission, I have determined the following:  \n• General assessments in reading/language arts (R/LA) and mathematics in grades 3-8 (Alabama Comprehensive Assessment Program-Summative (ACAP Summative)): Substantially meets requirements of the ESEA.  \n• Alternate assessments based on alternate academic achievement standards (AA-AAAS) in  \nR/LA and mathematics in grades 3-8 and high school (ACAP Alternate): Substantially meets requirements of the ESEA.  \nSubstantially meets requirements of the ESEA means that the components of the State’s academic assessment system meet most of the requirements of the statute and regulations, but some additional information is required. The list of items required for ALSDE to meet all statutory and regulatory requirements ofthe ESEA is enclosed with this letter. The Department expects that ALSDE will likely be able to provide this additional information within one year.  \nThe full peer review notes from the review are enclosed. These recommendations to the Department formed the basis of our determination. Please note that the peers’ recommendations may differ from the Department’s feedback. We encourage you to read the full peer notes for additional suggestions and recommendations for improving your assessment system beyond what is noted in the Department’s feedback. Department staff will reach out to your assessment director in the next few days to discuss the peer notes, the Department’s determination and to answer any questions regarding next steps for the State. Resubmission of the State’s documentation for peer review should occur once the State has all necessary remaining evidence for a particular assessment component.  \nI also want to take this opportunity to review the peer review status of the other ESEA-required assessments administered by the State, based upon our current records: 1  \n• General assessments in science in grades 3-5 and 6-8 (ACAP Summative-Science) . Substantially meets requirements of the ESEA.  \n• AA-AAAS in science for grades 4, 6, 8, and high school (ACAP Alternate) . Substantially meets requirements of the ESEA.  \n• General English language proficiency (ELP) assessment (ACCESS): Partially meets requirements of the ESEA.  \n• Alternate ELP assessment (Alternate ACCESS): Partially meets requirements of the ESEA.  \nThank you for your ongoing commitme","cbCaiiKu4JXueHdS","https://ap.wps.com/l/cbCaiiKu4JXueHdS","pdf",2036603,141,"English","# Assessment Peer Review Determination\n## ACAP Summative (R/LA and Mathematics, Grades 3-8)\n## ACAP Alternate (AA-AAAS, R/LA and Mathematics, Grades 3-8 and High School)\n## Additional Evidence Requirements\n## Peer Review Status of Other ESEA-Required Assessments","[{\"question\":\"What did the peer review process evaluate for Alabama under Title I and the ESEA?\",\"answer\":\"It evaluated Alabama’s state assessment system submissions and determined whether components meet statutory and regulatory requirements under the ESEA.\"},{\"question\":\"Which Alabama assessment components were found to substantially meet ESEA requirements?\",\"answer\":\"General assessments in reading/language arts and mathematics in grades 3-8 (ACAP Summative) and alternate assessments in those subjects based on alternate achievement standards (ACAP Alternate) were stated as substantially meeting requirements.\"},{\"question\":\"What happens next regarding additional evidence and follow-up?\",\"answer\":\"The letter notes that Alabama is expected to provide additional evidence, potentially within one year, and that state staff will reach out to discuss peer notes, the determination, and next steps. Resubmission should occur once remaining evidence is available for the relevant component.\"}]","Alabama Assessment Peer Review - 2025 | PDF",1790672108,355]