In this third, and final, post on the latest NAEP results, we look at the math results and how school and district leaders can use the data strategically. While much emphasis has been placed on Reading and literacy instruction, the national trends in mathematics confirms that early numeracy, procedural fluency, and math conceptual understanding are just as important.

Another drop in NAEP reading scores, another wave of headlines declaring a crisis. But for teachers working with students every day, this isn’t breaking news—it’s confirmation of the challenges they’ve been raising all along. The real question is not ‘why did scores go down?’ but ‘what do these results actually tell us about student literacy, and how should we respond?’

NAEP is one of the only stable, long-term measures of reading performance, offering insights that go beyond year-to-year fluctuations in state tests. While the data may be sobering, it provides an opportunity to focus on what really matters—ensuring students have access to meaningful literacy instruction that builds comprehension, not just decoding skills. Let’s unpack what these scores mean in context, where they fit into the broader assessment landscape, and how educators can use this information to advocate for real, student-centered change.

Every time NAEP results are released, they make headlines. Phrases like "historic declines" and "nationwide crisis" flood the media, but for educators working directly with students the results are often not shocking. Teachers and school leaders have been raising concerns about student learning for years, and NAEP simply provides a stable, long-term data point that reflects those realities. Understanding how NAEP connects to other assessment data is key to using it effectively. In this post, we’ll examine where NAEP fits within the larger ecosystem of student performance data, why it’s essential to keep measuring national progress, and how we can use these insights alongside local data to drive meaningful change.

Metrics are the foundation of successful Outcomes-Based Contracting (OBC). In this post, I discuss how to move beyond test scores to identify and use meaningful measures that promote student growth, align school and vendor goals, and ensure contract success.

Metrics are more than numbers—they’re a window into student progress, teacher impact, and opportunities for growth when chosen carefully. Explore how meaningful metrics can transform assessments into tools that drive success and align with a growth-oriented, student-focused approach to education.

As we step into a new year, it's worth pausing to ask a fundamental question: Why do we assess? For many, assessments have become synonymous with accountability, tied to high-stakes decisions that can feel detached from the day-to-day realities of teaching and learning. But at its core, the purpose of assessment as a process is far more meaningful—and far more aligned with student success. So let’s revisit the "why" behind assessment and explore how schools can align their practices so that they are not just data-driven, but also people-focused.

Outcomes-Based Contracting (OBC) can feel daunting, especially with common misconceptions about its all-or-nothing nature. But OBC is flexible and focuses on aligning goals for real impact. Learn in this first article in a series on OBC how to use the right data, define measurable outcomes, and build adaptable contracts that drive success in your school.

In this heartfelt blog post, I share a personal story from my time working at the state department of education, where a conversation with a distraught parent revealed the deep emotional impact assessments can have on families. For one mother, a third-grade test became more than just a measure of academic progress—it felt like a judgment of her parenting. This story serves as a powerful reminder of the human side of education and the importance of compassionate assessment because, sometimes, the stakes of testing go far beyond the classroom.

Diagnostic assessments can be powerful tools for understanding student strengths and needs, but their effectiveness hinges on more than just the test itself - there must also be trust. In this blog, we explore how considering student attitudes, beliefs, and emotional readiness is essential for creating an environment that increases the likelihood that diagnostic results truly reflect student capabilities. Learn specific considerations for building relationships and providing clear context in order to build trust with the students, which can transform diagnostic tests from intimidating challenges into opportunities for growth and yield more useful data to guide instruction.

As school leaders dive into last year’s test scores to set goals for the upcoming school year, a critical but often overlooked question arises: Is your measurement tool sensitive enough to truly reflect the impact of your efforts? Using an insensitive tool could mean that the progress you and your students make goes unnoticed. In this blog, we explore how to ensure your goals are aligned with the right tools so that your hard work is accurately measured and valued. Don’t let your efforts go unseen—make sure your measurement tool is up to the task.

To be responsible stewards of the test content put in front of our students and since the world will not stop changing around our communities, schools and districts must inspect their locally-developed assessments for new sensitivity considerations as soon as possible. I present a four step process to conduct a Sensitivity Review quickly, efficiently, and that can be repeated with regularity.

The purpose of formative assessment is generally described as “to inform instruction” but what does that mean in practical terms? Informing instruction is an often used phrase that is nebulous and assumption laden in implementation. What lies beneath “informing instruction” is the key to a test’s purpose, which drives the test design.

This true story of an impossible question illustrates how blank or off-topic responses to a test question is not always an indication that the student lacks understanding or knowledge. I offer three probing questions to gently uncover misunderstandings and encourage student resilience when completing a test. Even if the “test” is full of silly questions!

As we embark on a new school year, many are using the phrase “new baseline” to describe the results of the statewide assessments after the pandemic, but it is important to explicitly recognize why it is a new baseline because it is not just due to test administration interruptions.