StateAssessment NameExample of Use for Instruction/Curriculum
ColoradoAlgebra I, Geometry, Integrated I, Integrated IILocally-determined
District of ColumbiaPARCC EOC Geometry, PARCC EOC Integrated Math IIDetailed 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.
FloridaAlgebra 1, GeometryAlthough 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.
GeorgiaAlgebra I or Coordinate Algebra; Geometry or Analytic GeometryIdentify students failing to achieve mastery of content, provide feedback to educators, and to assist schools and districts in identifying strengths and weaknesses.
HawaiiAlgebra I, Algebra IIUsed to answer whether or not students achieved proficiency of the standards taught in the course.
IndianaISTEP+ Algebra I End-of-Course AssessmentIt is possible, but that would be a local determination.
LouisianaLEAP 2025Districts use results to inform curricular choices.
MississippiMississippi Academic Assessment Program (MAAP)-Algebra IThe intent of this assessment is to provide valid and reliable results to guide instruction through data driven instruction.
New MexicoAlgebra I End-of-Course, Algebra II End-of-Course, Financial Literacy End-of-Course, Geometry End-of-Course, Integrated Math II End-of-Course, Integrated Math III End-of-Course, Pre-Calculus End-of-CourseCourse final exam for content
New MexicoPARCC Algebra I, Algebra II, Geometry, Integrated Math I, Integrated Math II, Integrated Math IIIStudent placement, target gaps in student learning
New YorkRegents Examinations (Algebra I & II and Geometry)100% of questions are released for teacher use
North CarolinaMath IThe assessment data provide information on students' level of understanding of the content and it informs educators on instructional needs.
OhioAlgebra 1, Geometry, Mathematics 1, Mathematics 2To highlight areas of strengths and weaknesses and opportunities for improvement
PennsylvaniaAlgebra IChange Curriculum / Remediation
TennesseeAlgebra I, Algebra II, Geometry, Integrated Math I, Integrated Math II, Integrated Math IIIDistricts use assessment results to make local instructional decisions.
UtahSecondary IDetermine longitudinal trends, find areas of low achievement over time.
UtahSecondary IIUsed to determine longitudinal trends in student performance and to find low areas of achievement over time.
UtahSecondary IIIOutcomes are provided to teachers based on the core standards to help inform instruction based on student learning outcomes.
VirginiaAlgebra I, Algebra II, GeometryAssessments are used to verify standards are being taught.
WashingtonYear 1 End-of-Course Exit Exam, Year 2 End-of-Course Exit ExamDistricts 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.