Parents
consider multiple types of assessments, including interim and formative assessments, helpful to their children's learning; however, they are skeptical that state accountability tests improve the quality of teaching.
In 2016, NWEA released a national survey conducted with Gallup that found most parents value classroom tests; teachers
value multiple types of assessments; and, perhaps surprisingly, students are on board with the amount of testing they receive.
One urban district in the northeastern United States specifically focused on building the skills of both district and school data teams to
analyze multiple types of assessment data.
This new level of applied data use requires district and school administrators, teacher leaders, and classroom teachers to be data literate, that is, able to
use multiple types of assessment and other data to inform decisions that lead to higher student achievement.