State Superintendent Chris Reykdal said Washington students continue to outperform many peers in international reading measures but lag in math, citing recent PISA and NAEP results and urging attention to math instruction and equity gaps.

Superintendent and chief academic officer told the board that calibration errors and delayed reporting on the state's new NDAplus assessment reduce confidence in prior baselines; they recommended adopting 2025–26 NDAplus results as the new baseline and returning with formal recommendations after full recalculations are published.

Dr. Hammond questioned whether i‑Ready is the best diagnostic and cited national criticism; Amy Baldotti and other staff defended the district’s selection, noting vendor correlation studies with Smarter Balanced and local teacher supports and proctoring practices.

District staff presented a parent-friendly K–12 assessment calendar required by the state, emphasizing three progress-monitoring tests, local Volusia Benchmark Assessments and scheduling changes to reduce student disruption.

Superintendent Hart summarized Utah's NAEP participation and rankings, noting Utah ranked fifth in 4th-grade math and outlining the breakdown of participating schools and districts.

KDE staff explained NAEP's sampling and timing, previewed 2024 NAEP reading/math trends, said 2026 NAEP data were not yet available, and told legislators district KSA results were on track for district release around Oct. 15.

A TASA curriculum audit delivered to College Station ISD in June 2025 found inconsistent curriculum materials (especially electives above 8th grade), low classroom differentiation (under 10%), and no mandated districtwide assessments; district staff outlined a five‑year remediation plan and Year‑1 actions including learning walks and hiring a behavior coordinator.

Educational experts urge review of Common Core's negative impacts on vulnerable students in Connecticut.

Interim NDDPI assistant superintendent Stanley Shower Jr. told a legislative committee that state assessment data show modest recovery after pandemic‑era drops and that students with disabilities have experienced smaller year‑to‑year variance than students without disabilities. Lawmakers asked for additional cohort and disaggregated views.

Superintendent Triplett told the Normandy Schools board the district has launched an accelerated accreditation plan and new assessments, but members raised alarm over low participation, the testing cadence and just about 100 students enrolled in summer school so far.

All students must take assessments before graduation, following new Oklahoma Board rules.

The Michigan House passed House Bill 4556 on third reading to amend the Revised School Code; Rep. Koontz said the bill ends use of an exam he described as an endurance test rather than a measure of academic readiness. The bill passed 101–0 and immediate effect was ordered.

The board approved a four‑year phased plan to raise SOL proficiency cut scores beginning 2026–27, with a 2025–26 preparation year, a temporary 'approaching' performance level that counts as passing during the phase‑in, protections for students retaking tests, and preserved accommodations and verified credits.

District officials told the board the 2024-25 state report card shows an on-time graduation rate of about 89%, an average ACT of 22.5 and three-year growth for students below proficiency in ELA and math; the board acknowledged the academic report and asked for follow-up from an assessment review team.

Senior leadership and parents discussed upcoming state assessment changes, a district requirement for 60 minutes of average daily math instruction, heavy testing loads for middle-schoolers, and a policy push to address artificial intelligence use in classrooms and teacher workflows.

Ashley Hawkins highlights Reveal Math's effectiveness in personalized learning and family involvement.

District staff reported errors and confusing questions on this year's Earth/Space Science and Biology Regents; the board accepted a staff recommendation to apply a 'no‑harm' policy for those two courses so scores count only if they improve a student's grade.

School leaders presented a plan to reintroduce semester assessments at New Milford High School to better prepare students for college-style testing; the district outlined timing, weights, accommodations, and a one-retake-per-module policy, and the board discussed scheduling and AP exemptions.

District staff led an abbreviated data-protocol exercise on FastBridge screeners and the new state cut scores, discussed subgroup performance and testing accommodations, and proposed next steps including KITE mini assessments and capacity building for principals and instructional coaches.

Members debated adopting an AI 'index' used by other states. Department of Education assessment staff warned the instrument lacks technical validity and recommended careful selection or development; other members urged a faster signaling approach to attract funding. The task force established six subcommittees and named chairs to produce deliverables.

Board members and staff discussed implementation timelines for the literacy act, cut-score setting, the new statewide ACAP assessment, potential retention of third graders and contingency options including a summer retest and portfolios. Staff said test results for schools will be available under an embargo in mid-August and board-level data in the