May 2026
On May 15, the National Assessment Governing Board (NAGB) approved a new testing schedule for the National Assessment of Educational Progress (NAEP) that will expand the availability of state-level results in key subjects and grade levels.
The updates will provide state-level results for 12th-grade math and reading, eighth- and 12th-grade civics, and eighth-grade science. Currently, state-by-state data are available only for fourth- and eighth-grade math and reading.
The first changes will take effect in 2028 with the administration of eighth-grade civics and 12th-grade math and reading assessments, followed by eighth-grade science in 2029 and 12th-grade civics in 2032. Participation in the expanded assessments will be voluntary and provided at no cost to states.
“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,” said NAGB Chair Mark White in the board’s announcement.
This update comes after testing experts at the National Center for Education Statistics (NCES) were laid off and optional NAEP assessments were canceled last year. In addition to expanding the testing schedule, NAGB voted to restore those assessments previously removed from the calendar). The board also approved changes to the Trial Urban District Assessment (TUDA) program, which will now be called the Trends in Urban Districts Assessment.
Updated eligibility criteria for the TUDA program are intended to broaden geographic representation, with additional districts expected to be invited to participate beginning in 2028.
“The Nation’s Report Card provides the country with essential information about how U.S. students are doing academically,” said NAGB Executive Director Lesley Muldoon. “The Board’s actions this week will further strengthen the program so NAEP can continue to meet the needs of students, educators, and policymakers.”
AERA Executive Director Tabbye Chavous said the changes highlight both the importance and current vulnerability of the nation’s capacity to collect, sustain, and use high-quality education data.
“There is still much more work to be done to restore and strengthen federal support for education research and data infrastructure,” Chavous said. “Restoring and strengthening support for education research and data infrastructure is essential. High-quality, reliable national data are essential for understanding and improving student learning and ensuring that policy decisions are grounded in evidence.”