Florida education officials report substantial gains in student assessments with FAST program

On March 6, 2025, the House Student Academic Success Subcommittee convened to discuss the progress and challenges of Florida's educational assessment programs, particularly focusing on the FAST (Florida Assessment of Student Thinking) system. This meeting highlighted significant trends in student performance and the implications of ongoing changes in assessment standards.

The discussion began with an acknowledgment of the challenges posed by frequent changes in assessment programs. Representatives noted that each new standard resets the trend line for measuring student progress. The FAST system, which has been in place for a shorter duration compared to its predecessors, has shown promising results, including the largest year-over-year gains since the original FCAT assessments. However, concerns remain, as nearly half of the students are still not meeting proficiency standards.

Vice Chair Bankston emphasized the need to analyze the deficiencies in student performance and to identify effective support strategies to help all students improve. Chancellor Burns responded by expressing cautious optimism about the gains observed, noting that while 55% proficiency is not satisfactory, it represents a step in the right direction. He highlighted the importance of immediate feedback from the FAST assessments, which allows educators to address student needs more effectively throughout the school year.

The conversation also touched on Florida's standing in national assessments, with the state ranking in the top ten for fourth-grade reading and second for fourth-grade mathematics according to the latest NAEP results. However, there is a recognition that comparisons with other states, such as Massachusetts, can be misleading due to differing educational standards and priorities.

A key point raised during the meeting was the inconsistency in student populations across grades, which complicates the assessment process. Representatives questioned how individual student performance is measured, particularly for those performing above their grade level. It was clarified that assessments are designed to measure grade-level performance, but accelerated students have the option to take higher-level tests.

The meeting concluded with a call for continued efforts to improve educational outcomes for all students, recognizing that while progress has been made, there is still much work to be done. The subcommittee's discussions underscored the importance of effective assessment systems in driving educational success and the need for ongoing support to ensure that all students can achieve their full potential.