ºÚÁϸ£ÀûÍøState Testing
ºÚÁϸ£ÀûÍøworks directly with our state partners to offer alternate administration solutions for ºÚÁϸ£ÀûÍøsolution state testing programs. Specific information about your state’s testing program will come directly from your state.
Provide Statewide Access and Opportunity for ALL Students
Raise expectations and meet the needs of students beyond accountability. Statewide testing provides your students with the opportunity to assess their academic skills and level of college and career readiness in a familiar environment. Having all students participate in ºÚÁϸ£ÀûÍøofferings raises college and career pathway awareness s among all students, rather than only self-selected, college-bound students. For some students, this experience may help them realize they have the skills needed to realize their potential in college-level coursework and future careers.
Opportunities
Statewide testing raises awareness and exposure among all students, not just self-selected, college-bound students.
A great equalizer of opportunity, bringing more underserved and first generation college students, and middle- and low-income students into the enrollment pipeline.
Meaningful Data
Norm and criterion-referenced assessments focus on the integrated, higher-order thinking skills students develop in grades K–12 that are important for success both during and after high school.
Flexibility
The assessment system is flexible, allowing customized State Allowed Accommodations, and test administration on designated weekdays or weekends.
Smart Business
States can expect to enjoy a high return on investment and see a reduction in remediation. In addition, ºÚÁϸ£ÀûÍøprotects student privacy and facilitates easy integration of test results into state systems by using state-assigned IDs instead of Social Security numbers.
A System of ºÚÁϸ£ÀûÍøEducation and Career Solutions Provided at the State Level
Getting Started
The process for setting up an ºÚÁϸ£ÀûÍøStatewide Testing program typically follows the schedule below.
January
The state commits to the program, signing an agreement to proceed. ºÚÁϸ£ÀûÍøwill provide a detailed description of the services. The state decides which testing dates will occur and which tests will be administered.
February/March
A launch meeting takes place, involving representatives from the state and the ºÚÁϸ£ÀûÍøimplementation team. Final decisions are made about the testing schedule and the roles and responsibilities of each party.
March/April
The state signs off on the description of services and the schedule, including affirmation of all critical dates (such as training workshops, interpretive workshops, and test dates), data transfers, reporting options, psychometric procedures, augmentation (if applicable), number of days, student population participation, school participation, state use questions, and data collection requirements.
April/May
Implementation training takes place for districts and key decision makers. The training sets expectations regarding the implementation of the assessment programs and must take place before the end of the spring semester.
August/September
Training takes place for principals and school decision makers at the test sites. This sets expectations regarding the test site establishment process and appointment of testing staff.
October
Each school must identify a test coordinator. Training materials are provided for test accommodations and English learner support coordinators to set expectations regarding the process of administering accommodations and supports.
November/December/January
Training materials are provided for school-level personnel.
February to May
Administration of the ºÚÁϸ£ÀûÍøtest on selected date.
June to August
Aggregate reports are delivered to the schools, districts, and state.