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It explains the U.S. Department of Education’s invitation for state flexibility, outlining potential opportunities and risks across multiple assessment designs. The discussion addresses how well existing assessments support monitoring, improvement, transparency, and public engagement, while emphasizing responsibilities to ensure fair access and meaningful comparisons of student performance.",{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessment-options-for-states-potential-designs-with-increased-federal-flexibility/586364/",{"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/assessment-options-for-states-potential-designs-with-increased-federal-flexibility/586364.png","ImageObject",300,407,{"name":92,"@type":93},"Quinn Holloway","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper identify with current state achievement tests?","Question",{"text":112,"@type":113},"Current state tests are designed to meet specific federal requirements and operate within established constraints, making them not perfect. 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Marion & Kyla McClure  \nNational Center for the Improvement of Educational Assessment  \nDover, New Hampshire  \nThe National Center for the Improvement of Educational Assessment, Inc. (the Center for Assessment) is a New Hampshire based not-for-profit (501(c)(3)) corporation. Founded in September 1998, the Center’s mission is to improve student learning by partnering with educational leaders to advance effective practices and policies in support of high-quality assessment and accountability systems. The Center for Assessment does this by providing services directly to states, school districts, and partner organizations to support state and district assessment and accountability systems. This work is licensed under the Creative Commons Attribution 4.0 International License (CC BY). To view a copy of this license, visit [http://creativecommons.org/licenses/by/4.0/](http://creativecommons.org/licenses/by/4.0/) .  \nACKNOWLEDGEMENTS:  \nThanks to Chris Domaleski, Meagan Karvonen and Ajit Gopalakrishnan for providing extremely helpful comments and suggestions. The views expressed and any errors are our own.  \nSUGGESTED CITATION:  \nMarion, S.F., & McClure, K. (2026). Assessment Options for States: Potential Designs With Increased Federal Flexibility. The National Center for the Improvement of Educational Assessment.  \nPHOTO CREDIT:  \nCover photo by Allison Shelley/The Verbatim Agency for EDUimages  \nPAGE 2  \nTABLE OF CONTENTS  \nOVERVIEW ...................................................................................................................4  \n• Requirements and Constraints ................................................................................. 5  \nHIGH SCHOOL ASSESSMENT ......................................................................................6  \n• End-of-Course Assessments...................................................................................... 6  \n• Portrait of a Graduate ................................................................................................ 7  \n• Certification and Specialization................................................................................. 8  \n• High School Assessment Summary .......................................................................... 9  \nK-12 ASSESSMENT REFORM .....................................................................................10  \n• Implement Statewide Performance Tasks............................................................. 10  \n• Assessments Based on Learning Progressions..................................................... 11  \nADDITIONAL FLEXIBILITY ........................................................................................13  \n• Reduce Every Grade Testing for Every Student .................................................... 13  \n• Curriculum-Embedded Assessment System ......................................................... 14  \n• Allow Local District Flexibility .................................................................................. 15  \nSOME INNOVATION CAUTIONS ..............................................................................16  \n• Through-Year Assessment Program....................................................................... 16  \n• “Choose Your Own Adventure”............................................................................... 17  \n• A Proliferation of Purposes ..................................................................................... 18  \nCONCLUSION ............................................................................................................18  \nPAGE 3  \nASSESSMENT OPTIONS FOR STATES:  \nPotential Designs With Increased Federal Flexibility  \nOVERVIEW  \nThe Center for Assessment has made a strong case for state testing. We fully support that stance. But as the Center acknowledged in the paper, current state ac","cbCaim0uoWdFDM0W","https://ap.wps.com/l/cbCaim0uoWdFDM0W","pdf",1898031,"English","# Overview\n## Requirements and Constraints\n# High School Assessment\n## End-of-Course Assessments\n## Portrait of a Graduate\n## Certification and Specialization\n## High School Assessment Summary\n# K-12 Assessment Reform\n## Implement Statewide Performance Tasks\n## Assessments Based on Learning Progressions\n# Additional Flexibility\n## Reduce Every Grade Testing for Every Student\n## Curriculum-Embedded Assessment System\n## Allow Local District Flexibility\n# Some Innovation Cautions\n## Through-Year Assessment Program\n## “Choose Your Own Adventure”\n## A Proliferation of Purposes\n# Conclusion","[{\"question\":\"What problem does the paper identify with current state achievement tests?\",\"answer\":\"Current state tests are designed to meet specific federal requirements and operate within established constraints, making them not perfect. The paper argues they could better support transparency and signaling rich learning expectations.\"},{\"question\":\"What flexibility opportunity does the paper discuss for states?\",\"answer\":\"The U.S. Department of Education invited states to seek flexibility from certain legal and regulatory provisions. The paper describes both potential opportunities and risks of assessment options that could follow.\"},{\"question\":\"What responsibilities does the paper say states must keep while pursuing flexibility?\",\"answer\":\"State leaders must ensure all students have fair educational opportunities and must be able to compare and evaluate student performance across their jurisdictions.\"}]","Assessment Options for States - Potential Designs With Increased Federal Flexibility | PDF",1792057682,48]