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Bush Institute outlines federal and state recommendations on how to use high-quality, reliable, valid, and comparable assessments to address learning loss and widening gaps after COVID-19 disruptions. It emphasizes that state summative exams, continued federal guidance, and equity-focused testing strategies can provide disaggregated data for policymakers, parents, and educators. The guidance also covers inventorying and aligning tests, creating innovation pathways for new assessments, strengthening educators’ assessment knowledge, and improving communication with families and teachers.",{"@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/assessments-measuring-student-learning-can-lead-to-more-equitable-schools/584654/",{"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/assessments-measuring-student-learning-can-lead-to-more-equitable-schools/584654.png","ImageObject",300,407,{"name":92,"@type":93},"Damian","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the document focus on using assessments to measure student learning?","Question",{"text":112,"@type":113},"It argues that measurable, disaggregated assessment data helps identify which students are on track and who is falling behind, making it easier to target interventions during and beyond the pandemic period.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What should state officials do regarding testing?",{"text":117,"@type":113},"State education agencies should administer annual state summative exams so results are comparable across districts and campuses and can inform resource decisions through an equity lens.",{"name":119,"@type":110,"acceptedAnswer":120},"How can districts reduce unnecessary or unclear testing?",{"text":121,"@type":113},"District leaders and principals should inventory all assessments, clarify each test’s purpose and use, eliminate tests without a clear distinct objective, and prioritize instruction and curriculum over excessive test preparation.","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},584654,1792670847,{"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":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| ASSESSMENTS | MEASURING STUDENT\u003Cbr>LEARNING CAN LEAD TO MORE\u003Cbr>EQUITABLE SCHOOLS |\n| --- | --- |\n\nAbout the George W. Bush Institute:  \nHoused within the George W. Bush Presidential Center, the George W. Bush Institute is an action-oriented, nonpartisan, policy organization with the mission of developing leaders, advancing policy, and taking action to solve today’s most pressing challenges. Through three Impact Centers—Domestic Excellence, Global Leadership, and an Engagement Agenda—the Bush Institute delivers measurable results that save and improve lives.  \nTo learn more, [visit www.BushCenter.org](visit www.BushCenter.org).  \nCover: Blurred pencil lead on hand student holding to make answer on multiple choice of question assessment examination in classroom of school.  \n(Torychemistry / Shutterstock)  \nASSESSMENTS: MEASURING STUDENT LEARNING CAN LEAD TO MORE EQUITABLE SCHOOLS  \nAnne Wicks  \nAnn Kimball Johnson Director of the Education Reform Initiative at the George W. Bush Institute  \nState standardized exams help parents, educators, and policymakers understand which students are on track—and who is falling behind—so that the adults can interveneto meet the needs of all students. This information is more crucial than ever given that COVID-19 upended traditional schooling. The following recommendations for federal and state policymakers, as well as school district leaders, will maximize the power of tests to support all children through and beyond this school year.  \nOur recommendations:  \n• STATE OFFICIALS SHOULD ADMINISTER STATE EXAMS  \n• INCOMING FEDERAL OFFICIALS SHOULD CONTINUE CURRENT FEDERAL TESTING GUIDANCE TO STATES  \n• POLICYMAKERS AND DISTRICT LEADERS SHOULD INCLUDE TESTING IN EQUITY STRATEGIES  \n• DISTRICT LEADERS SHOULD INVENTORY AND ALIGN ALL TESTS  \n• STATE POLICYMAKERS SHOULD CREATE AN INNOVATION PATHWAY FOR NEW TESTS  \n• STATE AND DISTRICT LEADERS SHOULD COMMUNICATE TO INFORM AND ENGAGE PARENTS AND TEACHERS  \n• FEDERAL AND STATE LEADERS SHOULD STRENGTHEN THE ASSESSMENT KNOWLEDGE OF EDUCATORS  \nThe pandemic has forced school closures, shifted millions of students into virtual classrooms, and significantly changed in-person instruction. Benchmark data from fall 2020 shows profound learning loss for many students, particularly students of color, English-language learners, and students with disabilities. Gaps are widening for our most vulnerable young people.  \nAs we focus on safety, there is also a new urgency for federal, state, and local policymakers to use high-quality assessments to precisely determine the academic  \ntrajectory of districts, schools, and students. Reliable, valid, and comparable exams will give policymakers the disaggregated data they need to understand and then address the disproportionate academic fallout from the pandemic, as a recent Bush Institute series revealed. Parents and caregivers deserve this data as well to help them advocate for their students.  \nSTATE OFFICIALS SHOULD ADMINISTER STATE EXAMS  \nIt is critical that state education agencies administer their annual state summative exams this spring. These tests produce disaggregated results, comparable from district to district and campus to campus, that will inform policymakers about student learning during the 2020-2021 school year. By using this testing data, officials can direct resources to the students with the most need. Disaggregated data from the exams will ensure that decision making is done through an equity lens.  \nINCOMING FEDERAL OFFICIALS SHOULD CONTINUE CURRENT FEDERAL TESTING GUIDANCE TO STATES  \nThe U.S. Department of Education indicated that it would not approve waivers for state assessment in the 2020-2021 school year, and the incoming Biden administration should keep that policy in place. COVID-19-related learning loss is growing at a devastating clip as students struggle through subpar virtual instruction, technology limitations, and limited adult support. The data from state tests helps to inform stakeho","cbCaieoKPvASfS5P","https://ap.wps.com/l/cbCaieoKPvASfS5P","pdf",284324,"English","# Our recommendations\n## State officials should administer state exams\n## Incoming federal officials should continue current federal testing guidance to states\n## Policymakers and district leaders should include testing in equity strategies\n## District leaders should inventory and align all tests\n## State policymakers should create an innovation pathway for new tests\n## State and district leaders should communicate to inform and engage parents and teachers\n## Federal and state leaders should strengthen the assessment knowledge of educators","[{\"question\":\"Why does the document focus on using assessments to measure student learning?\",\"answer\":\"It argues that measurable, disaggregated assessment data helps identify which students are on track and who is falling behind, making it easier to target interventions during and beyond the pandemic period.\"},{\"question\":\"What should state officials do regarding testing?\",\"answer\":\"State education agencies should administer annual state summative exams so results are comparable across districts and campuses and can inform resource decisions through an equity lens.\"},{\"question\":\"How can districts reduce unnecessary or unclear testing?\",\"answer\":\"District leaders and principals should inventory all assessments, clarify each test’s purpose and use, eliminate tests without a clear distinct objective, and prioritize instruction and curriculum over excessive test preparation.\"}]","ASSESSMENTS - MEASURING STUDENT LEARNING CAN LEAD TO MORE EQUITABLE SCHOOLS | PDF",1792051703,18]