The National Assessment Governing Board (NAGB) has announced a significant reversal in its policy, opting to reinstate crucial components of the National Assessment of Educational Progress (NAEP) schedule that were previously curtailed. This decision marks a partial restoration of the "Nation’s Report Card" following a period of staff reductions and resource reallocation within the U.S. Department of Education that led to substantial cuts in the examination’s scope. Specifically, the NAGB will bring back state-level assessments for 12th-grade reading and mathematics, originally slated to resume in 2032, a move that had been decided upon and announced last year amidst a broader restructuring of federal education initiatives.
The decision, formalized during the NAGB’s latest quarterly board meeting on May 15, signals a commitment to providing a more comprehensive overview of student achievement across the nation. "These efforts are part of additional assessment schedule changes that restore assessments initially removed last year due to shifting resource allocations and adds new state-based opportunities," the NAGB stated in its official announcement. This restoration is particularly significant as it directly addresses concerns raised by educators and policymakers regarding the reduced availability of granular data on student performance at the state level, especially for older students nearing high school graduation.
A Year of Cuts and Realignments
The initial decision to cut the 2032 state-level assessments for 12th-grade reading and math was made in May 2025. At that time, the board cited the U.S. Department of Education’s directive to identify and implement efficiencies across all departmental activities, including NAEP. This directive followed a period of considerable upheaval within the department, most notably a series of mass layoffs in March 2025. These workforce reductions severely impacted the National Center for Education Statistics (NCES), the agency responsible for overseeing NAEP, leaving it with a significantly reduced staff. The curtailment of these assessments was part of a wider series of changes aimed at streamlining operations and reallocating resources.
The implications of these cuts were far-reaching. The absence of state-level data for 12th graders in key subjects meant that states would lose a vital tool for understanding the readiness of their graduating students for post-secondary education and the workforce. NAEP, often referred to as the Nation’s Report Card, is the largest and most comprehensive nationally representative assessment of what U.S. students know and can do. Its state-level results provide invaluable benchmarks, allowing states to compare their students’ performance against national averages and identify areas for targeted improvement. The reduction in the scope of NAEP assessments threatened to create significant gaps in this critical data stream.
Broader Federal Shifts: Reversing Course on Reductions
The NAGB’s decision to reinstate parts of the NAEP schedule aligns with a broader trend within the Department of Education to re-evaluate and, in some cases, reverse earlier austerity measures. This shift in strategy is occurring under the leadership of Secretary of Education Linda McMahon, who has been focusing on reducing bureaucratic hurdles and streamlining departmental functions. However, the initial approach to achieving these goals, which included significant staff reductions and office closures, has led to unintended consequences in certain areas.
One prominent example of this recalibration is the Office for Civil Rights (OCR). Following a substantial reduction in its workforce, which saw nearly half of its offices shuttered nationwide and over 240 employees laid off, the OCR is now in the process of rehiring attorneys. This move indicates a recognition that the prior drastic cuts may have hampered the office’s ability to fulfill its essential mandate of protecting civil rights in education. The parallel between the OCR’s situation and the NAGB’s decision regarding NAEP highlights a departmental effort to find a more balanced approach to efficiency, ensuring that critical functions are not compromised in the pursuit of cost savings.
Expanding State-Level Data Opportunities: A New Horizon for NAEP
Beyond the restoration of the 2032 12th-grade assessments, the NAGB’s recent decision introduces new opportunities for states to access more granular, state-specific NAEP data. Beginning in 2028, states will have the option to voluntarily participate in receiving state-level standardized assessment data in a wider array of subjects and grade levels, at no additional cost to them.
Currently, state-level NAEP data is primarily available in two core areas: 4th and 8th grade mathematics and reading. For other subjects and grade levels, results are typically reported only at the national level. This limitation has meant that state policymakers have had a restricted view of their students’ performance in subjects beyond the core academic areas.
The proposed expansion, set to commence in 2028, will allow states to opt into receiving scores for the following subjects and grades:
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2028:
- 4th and 8th Grade Science
- 12th Grade U.S. History
- 12th Grade Geography
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2030:
- 4th Grade U.S. History
- 4th Grade Geography
- 8th Grade U.S. History
- 8th Grade Geography
- 12th Grade Reading and Mathematics (restoration of previously cut assessments)
This initiative is designed to provide state leaders with a more comprehensive and nuanced understanding of their students’ academic progress across a broader spectrum of subjects. The availability of this data is expected to empower states to make more informed policy decisions, develop targeted interventions, and better track the effectiveness of educational reforms.
The National Center for Education Statistics (NCES) is actively engaging with state education leaders to facilitate this expansion. The agency plans to reach out to state chiefs, deputies, and assessment directors in the fall to initiate the commitment process for the 2028 assessments. States interested in participating will need to sign participation agreements by January 31, 2027, to be included in the upcoming assessment cycles.
Expert Reactions and Anticipated Impact
The NAGB’s decision has been met with cautious optimism by stakeholders in the education community. Mark White, Chair of the NAGB and a Tennessee state representative, expressed his enthusiasm for the expanded data availability. "Over the next few years, states will get the opportunity to have additional state NAEP results, allowing their leaders to see more clearly how their students are doing over time and compared to their peers elsewhere," White stated in a press release. He further highlighted the demonstrated value of NAEP data, noting, "We’ve seen states, including my own, use NAEP data to push for positive changes in elementary and middle school reading and math. I hope this leads more states to take similar steps to improve student outcomes in these other important areas."
The implications of this expanded data access are significant. For states that have historically relied on national-level data or limited state-specific metrics, the ability to examine performance in subjects like science, U.S. history, and geography at the state level can illuminate critical educational needs. For instance, a state consistently underperforming in 8th-grade science could use this data to investigate curriculum deficiencies, teacher training needs, or resource allocation in science education. Similarly, understanding how students fare in U.S. history and geography can inform civics education initiatives and the development of well-rounded curricula.
The restoration of the 12th-grade reading and math assessments is also a critical development. As students approach the end of their K-12 journey, data on their proficiency in these fundamental areas is essential for evaluating the effectiveness of the entire educational pipeline. It provides insights into whether high school graduates are adequately prepared for the challenges of college-level work or entry into the workforce. The absence of this data would have left a considerable void in understanding the ultimate outcomes of years of educational investment.
Looking Ahead: Data-Driven Improvement and Accountability
The expanded NAEP program, with its enhanced state-level data collection, is poised to reinforce the role of data-driven decision-making in American education. By providing more comprehensive and disaggregated information, the NAGB aims to empower states to identify specific strengths and weaknesses within their educational systems. This, in turn, can lead to more targeted and effective interventions, ultimately contributing to improved student outcomes across a wider range of academic disciplines.
The renewed emphasis on state-level NAEP data also strengthens the accountability framework for education. When states can reliably track their progress in key subjects and grade levels, it becomes easier to hold educational institutions and policymakers accountable for student achievement. This transparency can foster a culture of continuous improvement, where data is not merely collected but actively used to drive positive change.
The journey of NAEP’s assessment schedule reflects the dynamic nature of federal policy and resource management. The recent reversal by the NAGB underscores the recognition that while efficiencies are necessary, the integrity and comprehensiveness of national educational assessments are paramount. As states prepare to embrace these new data opportunities, the Nation’s Report Card is set to offer a more detailed and valuable portrait of American education, empowering stakeholders with the insights needed to shape a brighter future for students.
