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Reviews federal requirements for annual reading and math assessments and outlines concerns about inequitable outcomes, delays, costs, and limited usefulness to teachers. Describes testing innovations such as spring-time assessment approaches, including matrix sampling and technology-enabled designs supported by recommendations for federal policy changes and regulatory flexibility.",{"@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/future-of-testing-in-education-the-way-forward-for-state-standardized-tests/582702/",{"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/future-of-testing-in-education-the-way-forward-for-state-standardized-tests/582702.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What do federal law requirements specify for standardized testing in grades 3–8 and high school?","Question",{"text":112,"@type":113},"Federal law requires public school students in grades three to eight to take an annual assessment in reading and math at the end of the year. It also requires students to take an assessment once during high school.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why do many critics question the value of yearly standardized testing?",{"text":117,"@type":113},"Critics argue that educational opportunity and college readiness remain inequitable, especially for Black, Indigenous, and Hispanic students. They also highlight costs and time, delayed results, and that tests alone have not reliably improved academic outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What testing innovations does the report discuss as ways to reduce testing time and improve quality?",{"text":121,"@type":113},"The report describes advances in testing technology and discusses designs that can reduce administration time while collecting information across the year. It highlights approaches like matrix sampling, which reduces testing time by using representative question subsets.","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},582702,1792210348,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"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},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","GETTY IMAGES/BEN HASTY  \nFUTURE OF TESTING IN EDUCATION  \nThe Way Forward for State Standardized Tests  \nBy Laura Jimenez and Ulrich Boser September 2021  \nWWW.AMERICANPROGRESS. ORG  \nContents  \n1 Introduction and summary  \n3 New ways to test students in the spring  \n8 How the law can allow states to test and use these innovations in testing  \n11 Recommendations: The path forward for states and ways the federal government can help  \n14 Conclusion  \n14 About the authors  \n14 Acknowledgments  \n15 Endnotes  \nIntroduction and summary  \nThis series is about the future of testing in America’s schools. Part one of the series presentsa theory of action that assessments should play in schools. Part two reviews advancementsin technology, with a focus on artificial intelligence that can powerfully drive learning in realtime. And the third part—this report—looks at assessment designs that can improve largescale standardized tests.  \nFederal law requires all public school students in grades three to eight to take an annual assessment in reading and math at the end of the year and requires students to take an assessment once during high school. The goal of this assessment is to measure the extent to which all students are meeting the state’s academic standards. These standards must align with the knowledge and skills in reading and math that students need to succeed in first-year college reading and math courses. Ensuring all students are held to rigorous standards is a key goal of equity in education.  \nYet many question the value of yearly standardized testing in schools since the opportunity to receive a high-quality education and graduate high school adequately prepared for college-level academics is still wholly inequitable. Students who are Black, Indigenous, and Hispanic graduate high school at lower rates than their white peers, and they require catch-up coursework in college more often.1 What is more, the costs and time associated with assessments, delayed results, and failure of tests alone to improve students’ academic results leave many to wonder if they are worth the effort at best, and at worst, if they harm students and punish teachers and schools.2  \nStill, there are ways to design an assessment to reduce the amount of time it takes to administer, ensure that it collects information about students throughout the year, or base the test on performing tasks. This report describes the advancementsin testing technology that make such assessments possible, and it concludes with recommended changes in federal testing policy to make the use of these designs  \n1 Center for American Progress | Future of Testing in Education: The Way Forward for State Standardized Tests  \neffective. Apart from greater investments in research and development of new assessment designs, the federal government should also loosen regulations on the assessment pilot included in the recent reauthorization of the Elementary and Secondary Education Act.3  \nThe Center for American Progress’ companion report in this series,“Future of Testing in Education: Effective and Equitable Assessment Systems,”4 separates fact from fiction regarding the criticisms against standardized testing. It also underscores CAP’s theory that, when well designed, tests can provide insights into what students know and do not know, allowing education stakeholders to drive student learning forward. This information is critical to teachers in the design of daily instruction, as well as to school administrators and policymakers who decide on and fund supports when students need them.  \nThe yearly state standardized assessment alone cannot ensure a high-quality education for every child. But without it, educators do not know their progress toward meeting that goal. Despite the valid concerns that remain about standardized assessments and their role in education, there are a number of upsides and value to standardized testing. For instance, it is the only common measure of grade-level academic","cbCaijqTy8hxmfNP","https://ap.wps.com/l/cbCaijqTy8hxmfNP","pdf",386464,"English","# Introduction and summary\n# New ways to test students in the spring\n# How the law can allow states to test and use these innovations in testing\n# Recommendations: The path forward for states and ways the federal government can help\n# Conclusion\n# About the authors\n# Acknowledgments\n# Endnotes","[{\"question\":\"What do federal law requirements specify for standardized testing in grades 3–8 and high school?\",\"answer\":\"Federal law requires public school students in grades three to eight to take an annual assessment in reading and math at the end of the year. It also requires students to take an assessment once during high school.\"},{\"question\":\"Why do many critics question the value of yearly standardized testing?\",\"answer\":\"Critics argue that educational opportunity and college readiness remain inequitable, especially for Black, Indigenous, and Hispanic students. They also highlight costs and time, delayed results, and that tests alone have not reliably improved academic outcomes.\"},{\"question\":\"What testing innovations does the report discuss as ways to reduce testing time and improve quality?\",\"answer\":\"The report describes advances in testing technology and discusses designs that can reduce administration time while collecting information across the year. It highlights approaches like matrix sampling, which reduces testing time by using representative question subsets.\"}]","FUTURE OF TESTING IN EDUCATION - The Way Forward for State Standardized Tests | PDF",1792044252,48]