Washington students will not have to take state exams this spring
By Q13 News Staff
The tests will be postponed until the fall.
OLYMPIA, Wash. - Students in Washington will not have to take state standardized tests this spring, according to the Office of the Superintendent of Public Instruction (OSPI).
The decision was made to reduce the number of students who take state tests this spring, as well as the number of hours spent on those tests.
In March, OSPI submitted accountability and state assessment waiver applications to the U.S. Department of Education. The state has been granted an accountability waiver, but thus far has not received the flexibility students, families, and educators need for spring assessments, leading OSPI to pause the exams.
KXLY
April 14, 2021 3:58 PM Matthew Kincanon
OLYMPIA, Wash. Washington state students will be relieved to hear that they will not have to take the Smarter Balanced Assessments or the Washington Comprehensive Assessment of Science tests this Spring.
Because the needs of students can’t be achieved through the current U.S. Department of Education’s waiver process, and the state has not received the flexibility students, families and educators need for Spring assessments despite receiving an accountability waiver, state Superintendent Chris Reykdal announced that they will not be administering the tests until Fall. This timeline is consistent with guidance provided by the Department to satisfy federal testing requirements.
Superintendent Reykdal delays state tests for students over inequitable access for remote learners
Most students are learning virtually this fall. (Seattle Public Schools, Facebook)
Washington Superintendent of Public Instruction Chris Reykdal announced Wednesday that he will be delaying general state tests for students.
As a result, students will no longer be taking the state’s Smarter Balanced Assessments and the Washington Comprehensive Assessment of Science this spring, with those tests now delayed until the fall.
Reykdal’s office made the call based on a variety of factors, including concerns over “inequitable access to supports for remote learners,” especially with most of the school year having been conducted virtually due to the pandemic.