What do the results of K-3 assessments inform?

State Kindergarten-Through-Third-Grade Policies

What do the results of K-3 assessments inform?

June 2018


This information was collected from state statutes, rules and regulations. A profile was sent to each state for review and modification, as needed.
 

What do the results of K-3 assessments inform? Citations
Alabama Not specified in statute, rules or regulations.
Alaska Results must be submitted to the department of education and shared with parents or guardians. 4 AAC 06.713
Arizona Districts must provide annual notice to parents of students in K-3 that students who do not achieve proficiency by the end of third grade will be retained. If a student in grade three has substantial reading deficiencies, the district must provide the parent with a separate written notification including a description of current services and supplementary programs, intervention options, home strategies for improving reading, and the retention policy, including exemptions and mid-year promotion. Results are used to inform intervention remedial strategies. Ariz. Rev. Stat. Ann. § 15-701
Arkansas Each school district board of directors must annually report to the parent or guardian each student’s progress toward meeting state standards, including results of K-4 state assessments. Ark. Code Ann. § 6-15-2006
California Results are used to inform instruction and intervention. Cal. Educ. Code § 60642.5
Colorado Assessment results are used to help determine the proper intervention strategy. Colo. Rev. Stat. Ann. § 22-7-1205
Connecticut Results of the K-3 reading assessments are used to inform instruction, progress monitoring, interventions, family engagement, and reading improvement plans. Data on school readiness must be reported to the department. Conn. Gen. Stat. Ann. § 10-14v, Conn. Gen. Stat. Ann. § 10-14t, Conn. Gen. Stat. Ann. § 10-265g
Delaware Results are used to determine matriculation and promotion. 14 Del.C. 151
District of Columbia Not specified in statute, rules or regulations.
Florida Results are used to inform progress monitoring and interventions. Results must be reported and delivered to students, parents, and each student's current teacher of record and teacher of record for the subsequent school year. Fla. Stat. Ann. § 1008.22
Georgia The GKIDS assessment is used to make placement decisions on an individual basis. Ga Comp. R. & Regs. 160-3-1-.07
Hawaii Not specified in statute, rules or regulations.
Idaho Assessment results shall be used to inform interventions, results shall be compiled by the state department of education and reported annually to the state board, legislature, and governor and made available to the public. Results of tests and interventions recommended and implemented are included in each student’s permanent record. Assessment results are also used to determine whether struggling schools will require a school intervention program. Idaho Code Ann. § 33-1614 through 1616
Illinois The results and scores of the assessments must be available to parents. 105 Ill. Comp. Stat. Ann. 5/2-3.64a-5(e)
Indiana Not specified in statute, rules or regulations.
Iowa Results of the K-3 assessments are used to determine intensive reading instruction needs. Iowa Code Ann. § 279.68
Kansas Results of the assessment are used to inform intervention service needs. Kan. Stat. Ann. § 72-3567
Kentucky Results of the assessment are used to inform intervention service needs. Ky. Rev. Stat. Ann. § 158.791
Louisiana Results of the K-3 literacy screenings are used to plan instruction and provide appropriate and timely intervention. Results are also used to inform the annual student reading skills report requirements of La. Stat. Ann. § 17:182. 28 La. Admin. Code Pt CXV, 2307
Maine Data is used to inform targeted interventions and progress monitoring. Code Me. R. tit. 05-071 Ch. 101, § III
Maryland Results of the reading assessments are used to inform grade promotion or intervention needs. Md. Code Ann., Educ. § 7-202
Massachusetts Not specified in statute, rules or regulations.
Michigan Results of the K-2 assessments inform students, parents, and teachers on the pupil’s proficiency and growth. Results of the grade 3 assessment inform student proficiency reports. The K-2 assessments are used to determine student proficiency before grade 3. Mich. Comp. Laws Ann. § 388.1704c
Minnesota Results of the reading assessments must be reported to the commission of education annually and the parent of each student who is not reading at grade level must be provided information about: assessment results, current services, strategies for improving reading at home. Results also inform interventions and professional development needs. Minn. Stat. Ann. § 120B.12
Mississippi Results of the early literacy and numeracy screening assessments may not be used to determine promotion. Districts must provide data requested by the department to assess the effectiveness of the screening assessment. Miss. Code. Ann. § 37-23-16
Missouri Results inform the reading improvement plan and associated intervention strategies. Mo. Ann. Stat. § 167.645
Montana Results are part of a student's permanent record. The superintendent of public instruction must report on assessment results to the legislature and board of education. Mont. Admin. R. 10.56.101
Nebraska Aggregate results must be reported to the department of education. Results also inform school performance level classifications. School districts must provide individual student achievement data from the assessments to the department for the purpose of implementing the statewide system for tracking individual student achievement. Neb. Rev. Stat. Ann. § 79-760.03
92 Neb. Admin. Code Ch. 10, 002
Neb. Rev. Stat. Ann. § 79-760.05
Nevada Assessments inform intervention needs. Nev. Rev. Stat. Ann. § 388.157
New Hampshire Not specified in statute, rules or regulations.
New Jersey Commissioner must report to the state board on the results of assessments. The Department shall report annually to the State Board and the public on the progress of all students and student subgroups in meeting the NJSLS as measured by the Statewide assessment by publishing and distributing the New Jersey School Report Card. The department of education must report assessment results to district boards of education for students and student groups under their observation. N.J. Admin. Code § 6A:8-4.1
N.J. Admin Code § 6A:8–4.5
New Mexico K-3 Plus assessments are used to guide instruction to meet student needs. Third Grade mathematics, reading, and language arts assessment scores are made available to assist school district staff with grade-level and other placement. N.M. Stat. Ann. § 22-2C-4
N.M. Admin. Code 6.30.12
N.M. Admin. Code 6.30.5
New York School districts are prohibited to make student promotion or placement decisions based solely or primarily on student performance on assessments. Results are to inform instruction and intervention. Parental notification with intervention information. N.Y. Comp. Codes R. & Regs. tit. 8, § 117.3
N.Y. Comp. Codes R. & Regs. tit. 8, § 100.3
North Carolina The results of the reading assessment is used to inform instruction and support. The assessment data is analyzed to identify root causes for difficulty with reading development and determine action to address the difficulties. N.C. Gen. Stat. Ann. § 115C-83.6
North Dakota The superintendent of public instruction compile the test scores in a manner that indicates achievement and allows a comparison of individual students, classrooms within a given school and school district, schools within the state, and school districts within the state. The compilation must allow for comparisons based on students' gender, ethnicity, economic status, service status, and assessment status, unless doing so enables the identification of any student. The superintendent and representatives of the testing service that created the tests shall provide detailed testimony to the legislature regarding the testing instrument, the methodology used to test and assess the students, the established cut scores, the methodology used to determine the cut scores, the validation of all test products, and the significance of the test scores. N.D. Cent. Code Ann. § 15.1-21-09
N.D. Cent. Code Ann. § 15.1-21-10
Ohio Results of the third grade English language arts assessment score to determine promotion to fourth grade. Ohio Rev. Code Ann. § 3301.0710
Oklahoma The results of the KEA must be made available to the child's parent or legal guardian, teacher and school district administrator. The K-3 reading assessments inform interventions and progress monitoring procedures. Okla. Stat. Ann. tit. 70, § 1210.282
Okla. Stat. Ann. tit. 70, § 1210.508C
Oregon Administrators and teachers are allowed to use the assessment results to guide instructional decisions, implement schoolwide (K-3) reading action plans, provide strategies for student groups, and provide structured interaction with parents. The results of the KEA are required to be put in the state longitudinal database. Or. Rev. Stat. Ann. § 329.834
Or. Admin. R. 581-022-2130
Pennsylvania The assessments are used by the school entity to improve curriculum and instruction practices and to guide instructional strategies. The Department of education can request the results to evaluate educational achievement of academic standards. 22 Pa. Code § 4.52
Rhode Island The LEA must have a public formal reporting process that reports at the student, group, school, and district level. Students grades must be supplemented with a narrative of the student's progress on meeting course goals. R.I. Code R. 21-2-53:G-13-3
South Carolina The results must be reported to the Read to Succeed Office. The results of the reading assessments are used to inform instruction and intervention. The results of the reading assessments must be shared with parents as part of the proses of promoting reading and writing at home. S.C. Code Ann. § 59-155-140
South Dakota The state assessment provides information on student progress towards achieving the state's content standards. S.D. Codified Laws § 13-3-55
S.D. Admin. R. 24:55:01:01
Tennessee The department of education must provide LEAs with access to their students' responses and answers to assessments. LEAs must provide a student and their parents with access to the assessment answers. Teachers must have access to the teacher's students' information to determine the student's mastery of state standards and to assist in the planning of instruction and support for the student. Tenn. Code Ann. § 49-6-6008
Texas The K-2 reading assessment is used to diagnose the reading development and comprehension of students to determine if the child is at risk for dyslexia or other reading difficulties. Parents or guardians are informed in writing of their student's results on the K-2 reading assessment. School districts must notify parents or guardians of students who are determined to be at risk for dyslexia or other reading difficulties as determined by the reading assessment results. Tex. Educ. Code Ann. § 28.006
Tex. Educ. Code Ann. § 39.023
Utah The results must be used to: set goals and establish programs by the local school board, inform a student's parent or guardian, determine appropriate intervention, revise a school district's achievement plan. Utah Code Ann. § 53A-1-604
Utah Code Ann. § 53A-1-606.5
Utah Code Ann. § 53A-1-606.6
Vermont The results inform decisions on instruction, professional learning, and educational resources and curriculum. The results must be shared with students and parents. 7-1 Vt. Code R. § 2:2123.2
Virginia The results of the Standards of Reading test shall be used to determine if a student requires reading intervention. The results of the assessments must be reported to the Department of Education annually. Va. Code Ann. § 22.1-253.13:1
8 Va. Admin. Code 20-131-80
Washington Assessment results are used to provide information to parents, teachers, and school administrators. Assessments and diagnostic tools are made available at each grade level to inform instructional strategies and interventions. Wash. Rev. Code Ann. § 28A.300.310
West Virginia The results of the grades 3 through 11 assessments are used by the district board of education to evaluate pupil, school, and district performance as well as to increase student learning and improve school achievement. W. Va. Code R. 126-14-4
Wisconsin Results must be shared with the child's parent or guardian. The assessment results are used to determine if the child is at risk of reading difficulty and determine the appropriate intervention reading services. Wis. Stat. Ann. § 115.28
Wis. Stat. Ann. § 118.016
Wyoming Results of the statewide and district assessments must be reported to students, parents, schools, school districts, and the public. The statewide assessment results are used to design educational strategies to increase student performance. Assessment results shall also be used to guide actions by the state board and the department in providing and directing a progressive multi-tiered system of support, intervention and consequences to districts in developing school improvement plans in response to student performance. Results of the K-3 reading assessments inform interventions. Districts must annually report to the Department of Education on the progress of each of its schools toward reaching the goal of 85% of all students reading at grade level upon completion of third grade. Wyo. Stat. Ann. § 21-2-304
Wyo. Stat. Ann. § 21-3-401

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