| Alabama | Scantron Performance Series | Formative assessment included. |
| Arkansas | ACT Aspire Math | As a college and career ready assessment, schools look at results and modify curriculum to address weaknesses shown in student performance. |
| California | Smarter Balanced Summative Assessment | Used, in part, at the local level for program evaluation and at the state level for accountability purposes. |
| Colorado | CMAS Mathematics Assessments | Locally determined |
| Connecticut | Connecticut Smarter Balanced Assessments | School districts use the assessment results to support decisions and policies regarding curriculum, instruction and professional development. |
| Delaware | Smarter Mathematics | Reporting categories are an entry point into investigating or validating students' performance and teachers' instruction and for providing additional support when needed. Documents linking claims, targets, standards and blueprints are another way for schools to analyze scores patterns. |
| District of Columbia | Partnership for Assessment of Readiness for College and Careers (PARCC) | Detailed results from these assessments help parents understand their child's needs and strengths and can help them work with their school to identify resources to support their child's education. Schools can use the information to better plan instruction and enrichment for students in the coming year. |
| Florida | Florida Standards Assessments (FSA) | Although not used at the state level because instruction/curriculum is developed at the local level, it is clear from district School Improvement Plan submissions that the results data are used. |
| Georgia | Georgia Milestones Assessment System | Identify students failing to achieve mastery of content, provide feedback to educators, and to assist school districts in identifying strengths and weaknesses. |
| Idaho | Idaho Standards Achievement Test (ISAT) by Smarter Balanced | At the discretion of schools and districts |
| Indiana | Indiana Statewide Testing for Educational Progress-Plus (ISTEP+) | It is possible to use assessments to inform curriculum and instruction, but that would be a local determination. |
| Kansas | Kansas Assessment Program (KAP) | This is a local decision. Some districts may use results to make curriculum decisions. |
| Kentucky | Kentucky Performance Rating for Educational Progress (K-PREP) (Vendor-Pearson) | K-PREP provides school summary reports with reporting category data by grade; however it is limited to reporting categories. Therefore additional school level data is needed to more appropriately inform instruction/curriculum. |
| Louisiana | LEAP 2025 | Districts use results to inform their curriculum choices. |
| Maryland | PARCC | To inform stakeholders about student performance at the end of a school year or course. |
| Massachusetts | Massachusetts Comprehensive Assessment System | Released items and related statistics can be used to inform curriculum and instruction. |
| Michigan | Michigan Student Test of Educational Progress (M-STEP) | Built out initial reports that could be used to help inform instruction. |
| Mississippi | Mississippi Academic Assessment Program (MAAP) | The intent of this assessment is to provide valid and reliable results to guide instruction through data driven instruction. |
| Mississippi | NAEP | This assessment helps ensure Mississippi's commitment to higher academic standards, intense focus on literacy, and effective professional development. |
| New Hampshire | Performance Assessment for Competency Education | At the district and/or school, level it could be used to inform curriculum and instruction. |
| New Hampshire | Smarter Balanced | School and district use of results to inform curriculum and instruction. |
| New Mexico | PARCC | Used to determine student proficiency levels in math. |
| New York | NYS Grades 3-8 Mathematics Tests | Instructional reports are provided to teachers showing regional, district, school, and classroom level data. |
| North Dakota | North Dakota State Assessment - Mathematics | This is not determined at the state level. It is a LEA decision to determine how to use the assessment results. |
| Ohio | Ohio State Tests | To highlight areas of strength and improvement. |
| Oklahoma | Oklahoma School Testing Program (OSTP) | Not directed by the state, but utilized by some districts. |
| Oregon | Smarter Balanced | For review of annual achievement patterns to inform subsequent year's initial instruction. |
| Pennsylvania | Pennsylvania System of School Assessment (PSSA) | Change Curriculum / adjust focus of curriculum |
| Rhode Island | Rhode Island Comprehensive Assessment System | Curriculum Implementation |
| South Carolina | SC READY | Some subscore information is provided to schools. |
| South Dakota | SBAC | Local Control |
| Tennessee | TNReady | Districts use assessment results to make local instructional decisions. |
| Utah | SAGE summative assessments | To discover trends in performance at the school and teacher level. |
| Virginia | Virginia Standards of Learning | Assessments are used to verify standards are being taught. |
| Washington | Smarter Balanced | Districts and schools may choose to use the assessment as one piece of information to inform instruction/curriculum. For example, claim scores analyzed at aggregate levels can provide finer-grained information than scale scores. However, districts and schools are cautioned that these scores are less reliable than scale scores. |
| West Virginia | West Virginia Classroom Benchmark Assessment | Assists schools in identifying areas of student strengths and areas of student weaknesses. |
| West Virginia | West Virginia General Summative Assessment | Local decision about how to use assessments. |
