New Texas K–3 Assessment Requirements: What Schools Need to Know for 2027–28

Every educator has experienced a moment when a student’s response reveals something unexpected about their understanding. A student may confidently count to 20 but struggle to identify which number comes after 14. Another might solve an addition problem using their fingers yet hesitate when the same problem is presented differently. These everyday classroom moments remind us that learning isn’t always as straightforward as getting an answer right or wrong.

Behind every response is a developing understanding of numbers, patterns, and mathematical relationships. For educators, recognizing where that understanding is strong and where additional support is needed can make a meaningful difference in how students learn. That’s why foundational numeracy assessments play such an important role in early education.

As Texas prepares for new K–3 assessment requirements beginning in the 2027–28 school year, schools have an opportunity to think beyond which assessment instruments they’ll use. It’s also a chance to consider how meaningful assessment information can support teachers, strengthen instruction, and help students build confidence in mathematics.

It Starts with Understanding How Students Learn

Think about a typical kindergarten classroom. Some students arrive already recognizing numbers, counting confidently, and understanding basic quantities. Others are just beginning to develop those same skills. As students progress through elementary school, differences in mathematical understanding can become more noticeable, particularly as concepts build upon one another.

These differences are a natural part of learning. Every student brings unique experiences, strengths, and needs into the classroom, and those differences influence how they approach mathematics. The challenge for educators is understanding where each student is in their learning journey and determining what kind of support will help them continue progressing.

Foundational numeracy assessments can provide valuable insight into essential skills such as number sense, counting, basic operations, and mathematical reasoning. For example, when a student struggles with subtraction, the underlying challenge may actually involve place value or understanding the relationships between numbers. Recognizing those gaps gives teachers an opportunity to address foundational concepts before students encounter more complex mathematics.

Ultimately, the purpose of assessment isn’t simply to measure what students know. It’s to better understand how they learn and identify opportunities to help them grow.

So, What’s Changing in Texas?

Beginning in the 2027–28 school year, Texas districts and charter schools will be required to use assessment instruments from the Texas Education Agency’s (TEA) approved list for K–3 foundational literacy and numeracy. These updated requirements establish a statewide framework for selecting instruments used to assess essential early reading and mathematics skills.

For school leaders, this means taking a closer look at current assessment practices and exploring the approved options available to their districts. While TEA approval will be an important consideration, schools will still want to evaluate how different instruments align with their instructional priorities, student populations, and existing assessment processes.

Although the requirements are changing, the questions educators ask about student learning remain familiar. What do our students already understand? Where are they experiencing difficulty? How can assessment information guide instruction? And how can we make the process meaningful without adding unnecessary complexity to the school day?

Keeping these questions at the center of assessment planning can help districts approach the changes with a focus on what matters most: supporting teachers and students.

Assessment Data Is Most Valuable When It Leads to Action

Teachers already gather an incredible amount of information about their students throughout the school day. They observe students during lessons, review assignments, listen to classroom discussions, and adjust instruction based on what they see. Assessments should complement that work by providing additional insight that helps educators make informed decisions.

Consider a second-grade teacher reviewing assessment results and noticing that several students are struggling with place value. The results may confirm something the teacher has already observed in the classroom, or they may reveal a learning need that wasn’t immediately apparent. Either way, that information provides a starting point for determining what comes next.

Perhaps a small group of students would benefit from additional practice with tens and ones. Others may need visual models, manipulatives, or opportunities to explain their mathematical thinking. By connecting assessment results to instructional decisions, teachers can respond more intentionally to individual learning needs.

This is where assessment information becomes especially valuable. Data alone doesn’t improve student learning. What educators do with that information is what makes the difference. When assessment results are understandable and useful, they can support meaningful conversations about student progress and help teachers determine where to focus their efforts.

Choosing the Right Assessment Is About More Than Checking a Box

With the new requirements approaching, Texas districts have an opportunity to review their assessment practices and consider which instruments will best support their schools. TEA approval is an important starting point, but selecting an assessment also involves understanding how it will fit into the everyday experiences of teachers and students.

District leaders may want to consider several practical questions. Does the instrument support the grade levels their schools serve? Is it available in the languages their students need? How will teachers access and interpret the results? Will the assessment fit within existing instructional schedules and workflows?

These considerations are important because assessments don’t operate independently from the classroom. They are part of a larger process of understanding student progress, identifying needs, and planning instruction. An effective assessment approach should support that process rather than simply generate another set of scores.

By taking time to explore their options, ask questions, and consider the needs of their school communities, districts can make more informed decisions as they prepare for the 2027–28 school year.

LION for Math: A TEA-Approved Option for Texas Educators

As Texas schools prepare for the upcoming changes, we’re excited to share an important milestone. LION for Math, Grades K–3, has received approval from the Texas Education Agency as a foundational numeracy assessment instrument for the 2027–28 school year.

Available in both English and Spanish, LION for Math provides Texas districts and charter schools with an approved option to explore as they consider their foundational numeracy assessment needs. This approval represents an exciting opportunity to continue supporting educators as they prepare for the state’s updated assessment expectations.

At Harris Education Solutions, we recognize that selecting an assessment involves more than meeting a requirement. Educators need solutions that make sense for their schools, support their instructional priorities, and help them better understand the students they serve. We’re proud to be part of the options available to Texas schools and look forward to continuing those conversations with educators across the state.

Looking Ahead: Keeping Students at the Center

Assessment requirements will evolve, new technologies will emerge, and schools will continue finding new ways to understand student learning. However, the fundamental goal of education remains the same: helping students develop the knowledge, skills, and confidence they need to succeed.

Whether it’s a kindergartner learning to recognize number patterns or a third grader building confidence with more challenging mathematical concepts, every student benefits when educators have a clear understanding of their learning needs. Thoughtful assessment practices can help make that understanding possible, especially when the information leads to meaningful instructional decisions.

As Texas schools prepare for 2027–28, the conversation shouldn’t be limited to which assessments are required. It’s also an opportunity to consider how assessment information can become more useful, more actionable, and more closely connected to the work educators do every day.

Because at the end of the day, the value of an assessment isn’t found in the score itself, but in how that information helps teachers support the students behind it.

Learn More About LION for Math

As your district explores its assessment options for 2027–28, discover how LION for Math can support your foundational numeracy assessment needs.

By. Dr. Brad Hunter, VP of Operations at Harris Education Solutions

Disclaimer: This article is provided for informational purposes only. Texas assessment requirements and guidance are subject to change. Districts should refer to the Texas Education Agency (TEA) for the most current information and official requirements.