Unlocking Achievement: Analyzing FAST Scores and Learning Gains Research

Florida's educational landscape has been undergoing significant changes with the implementation of the Florida Assessment of Student Thinking (FAST) system. FAST is a statewide progress monitoring system for English Language Arts (ELA) and Mathematics. FAST includes three assessment windows each year: PM1 at the beginning of the school year, PM2 mid-year, and PM3 at the end of the year. The first two administrations are diagnostic, guiding instruction and support, while the third (PM3) serves as the standardized summative assessment for accountability in grades 3-10 ELA and grades 3-8 Mathematics. High school math students who complete Algebra 1 or Geometry courses take corresponding B.E.S.T. End-of-Course (EOC) assessments instead of grade-level FAST Math. This article delves into the research surrounding FAST scores, particularly focusing on learning gains observed across the state. It examines overall proficiency improvements, subgroup performance, district variations, and the impact of interventions like Read 180, providing a comprehensive overview of the current state of education in Florida.

Understanding the FAST Assessment System

The Florida Assessment of Student Thinking (FAST) is a comprehensive system designed to monitor student progress in English Language Arts (ELA) and Mathematics throughout the academic year. Administered three times a year, FAST serves both diagnostic and summative purposes. Grades and Subjects Tested: FAST ELA is administered in grades 3-10, and FAST Math in grades 3-8 (aligned to B.E.S.T. Standards). For high school mathematics, students take the Algebra 1 and Geometry EOCs, typically in 9th or 10th grade. The PM1 and PM2 assessments provide valuable insights for educators to tailor their instruction and support to meet individual student needs. The PM3 assessment, on the other hand, acts as a standardized summative evaluation, holding schools accountable for student achievement in grades 3-10 ELA and grades 3-8 Mathematics.

Overall Proficiency Improvements

The data from the FAST assessments reveal a positive trend in student proficiency across Florida. Overall proficiency improved in 2024-25. Statewide, 57% of students in grades 3-10 scored Level 3 or above in ELA (proficient) on the PM3 assessment, up from 53% in 2024. In Math (combining grades 3-8 FAST PM3 and high school EOCs), 58% of students achieved Level 3+, up from 55% the previous year. This indicates that a greater proportion of students are meeting or exceeding grade-level expectations in these core subjects. Furthermore, nearly every grade showed improvement from 2024 to 2025 in proficiency rates. Notably, 3rd grade ELA rose to 57% (+2 points year-over-year), and 6th grade ELA jumped to 60% (+6 points). In Math, 3rd grade climbed to 63% proficient (+3), and 6th grade reached 60% (+4). The gains observed in both ELA and Math suggest that the FAST system and the B.E.S.T. standards are having a positive impact on student learning.

Measuring Student Growth

One of the key features of the FAST system is its ability to measure student growth over time. The FAST system’s design allows us to measure growth from PM1 to PM3. In 2024-25, students demonstrated substantial progress through the year. For ELA (grades 3-10), the percentage of students on grade level (Level 3+) grew from just 36% at PM1 to 57% by PM3 - a 21-point gain over the course of the year. In Math (grades 3-8), proficiency skyrocketed from 15% at PM1 to 59% at PM3 - a 44-point gain in one school year. This reflects the expected growth as students master grade-level content; notably, math had a larger increase since its starting point in PM1 was much lower than ELA’s. This data highlights the significant progress students make throughout the school year, demonstrating the effectiveness of classroom instruction and targeted interventions.

High School Mathematics Performance

In addition to the FAST assessments, high school students in Florida are evaluated through Algebra 1 and Geometry End-of-Course (EOC) exams. For 2025, Algebra 1 EOC proficiency was 57%, a 4-point increase from 2024. Geometry EOC proficiency was 54%, up 2 points from 2024. Since the introduction of the B.E.S.T. EOCs in 2022-23, Algebra 1 performance has risen 7 points (from 50% in 2023 to 57% in 2025), and Geometry by 8 points (46% to 54%). These improvements indicate a positive trend in high school mathematics achievement, reflecting the impact of focused instruction and curriculum alignment.

Middle School vs. High School Performance in Algebra 1 and Geometry

A striking observation is the performance gap between middle school and high school test-takers in these courses. Middle school students (advanced learners taking the courses early) vastly outperformed their high school counterparts - for Algebra 1, 85% of middle-school test-takers scored Level 3+ vs. only 36% of high-school test-takers. Similarly in Geometry, 94% of the relatively few middle-school testers passed, compared to about 50% of high schoolers. This disparity highlights the impact of student preparation and course placement on academic outcomes. It’s an important context for interpreting averages and for targeting support. Students who are accelerated and take these courses earlier often have a stronger foundation, leading to higher success rates.

Achievement Gaps and Subgroup Performance

While overall proficiency is improving, achievement gaps persist among different student subgroups. All student subgroups made progress in 2025, continuing the closing of some achievement gaps. Every reported subgroup saw an increase in the percentage of students scoring Level 3 or above from 2024 to 2025. While achievement gaps remain, these gains are a positive sign. For instance, the proficiency gap between Black and White students in ELA narrowed slightly (from 24 points in 2024 to ~22 points in 2025), and the gap between ELLs and non-ELLs in Math narrowed from 42 points to 37 points. It’s worth noting that despite improvements, disparities persist. In 2025, White students remain roughly 20+ points higher in proficiency (68% in Math) than Black students (45%). Likewise, only 17% of ELLs are on grade level in ELA, versus 61% of non-ELLs. These data underscore the need for targeted interventions and support to address the unique needs of each subgroup and promote equitable outcomes for all students.

District-Level Variations

Performance on the FAST assessments varies across Florida's 67 school districts. Performance varied across Florida’s 67 school districts, but most districts saw improvement from 2024 to 2025. Statewide, the year-over-year gain was +4 points in ELA (53%→57%) and +3 points in combined Math (55%→58%). This highlights the importance of local context and the impact of district-specific initiatives on student achievement.

Top Improving Districts

Several districts have demonstrated remarkable gains in ELA and Math proficiency.

Top Improving Districts - ELA: Several districts showed remarkable ELA gains. For example, Washington County jumped from 47% to 54% proficient in ELA, a +7 point increase - the largest in the state. Walton and Nassau counties each gained +6 (Walton 60%→66%, Nassau 66%→72% in ELA). Large urban districts also improved (e.g., Orange +5 to 57%, Pinellas +5 to 61%). Notably, St.

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Top Improving Districts - Math: In mathematics, gains were even more dramatic in some areas. St. Lucie County rose from 45% to 53% proficient, and Taylor County from 46% to 54% - both a +8 point surge in overall Math achievement. Several other districts saw +6 point improvements, including Bradford (49%→55%), DeSoto (40%→46%), and Escambia (46%→52%). On the higher end of performance, Nassau and St. Johns had the highest math proficiency (78% and 77% of students respectively scoring Level 3+ in Math), with Nassau improving +5 points year-over-year…. These success stories provide valuable insights into effective strategies and practices that can be replicated in other districts to improve student outcomes.

Overall, 65 of 67 districts improved or held steady in ELA, and 63 of 67 did so in Math (combined FAST/EOCs). The consistency of improvements across diverse districts - from rural counties like Washington and Bradford to large urbans like Broward (+5 in Math) - suggests that educators statewide are adapting well to the FAST system and the B.E.S.T. standards.

Charter vs. Traditional Public Schools

Across Florida, charter schools continue to slightly outperform traditional public schools on FAST outcomes. Proficiency: 62% of charter school students in grades 3-10 were proficient in ELA, versus 56% in non-charter schools. In Math, 62% of charter students (grades 3-8 and EOCs) scored Level 3+, compared to 57% in non-charters. Charter schools matched or exceeded non-charters in both EOCs as well - e.g. Algebra 1 proficiency was 65% in charters vs. Growth: Charters saw slightly larger learning gains. For instance, charter school students improved 22 points from PM1 to PM3 in ELA, compared to 21 points in traditional schools. In Math, charters grew 44 points vs. 43 in non-charters (grades 3-8). These results reinforce past trends - Florida’s charter sector, as a whole, is performing well. Many charters serve high-need populations, so their ability to slightly edge out state averages is encouraging. This difference in performance may be attributed to various factors, including innovative teaching methods, increased flexibility, and a focus on specific student populations.

Impact of Read 180 Intervention

To address the needs of struggling readers, many schools in Florida utilize intervention programs like Read 180. M-DCPS students in grades 6 to 12 were identified as struggling with reading comprehension if they met at least 1 of these criteria: end-of-year Florida Assessment of Student Thinking (FAST) English Language Arts (ELA) performance levels of 1 or 2 (below grade-level proficiency) or beginning of year iReady® performance in the yellow or red zone (one or more grades below grade-level proficiency). These students were placed into the Houghton Mifflin Harcourt® (HMH®) System 44® Tier 3 intervention class if their Phonics Inventory® score indicated a need for remediation of foundational reading skills and into the HMH Read 180® Tier 2 intervention class if they demonstrated proficiency in foundational reading skills. An independent evaluation of Read 180 in Miami-Dade County Public Schools (M-DCPS) revealed significant positive outcomes.

Reading Inventory Lexile Gains

Read 180 students demonstrated a statistically significant overall gain in Lexile (L) scores, averaging a 93L increase from fall to spring testing in the school year. The magnitude of the difference between pre-Read 180 and post-Read 180 Reading Inventory Lexile scores was large as indicated by the effect size Cohen’s d=.83. Disaggregation of the data indicated that students in each grade achieved statistically significant Reading Inventory Lexile gains. from fall to spring demonstrate poor test motivation and produce unreliable longitudinal achievement scores, those scores that decreased more than 100L were excluded from this implementation analysis. Disaggregation of the data indicated that males and females, students from each ethnic background, students classified as socio-economically disadvantaged (FRPL-eligible), students with an IEP, and EL students all achieved statistically significant Reading Inventory Lexile score gains from pre-to post-Read 180 instruction with effect size Cohen’s d=.81-.96. These gains indicate that Read 180 is effective in improving reading comprehension skills for a diverse range of students.

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FAST ELA Scale Score Gains

In addition to Lexile gains, Read 180 students also showed significant improvement on the FAST ELA assessment. Read 180 students completed the FAST ELA test in the fall and spring of the 2022-2023 school year. Overall, students demonstrated a statistically significant overall increase in FAST ELA scale scores, averaging a 13-point gain from first testing to last testing within the school year. The magnitude of the difference between pre-Read 180 and post-Read 180 FAST ELA scores was medium as indicated by the effect size Cohen’s d=.66. Disaggregation of the data (see Appendix Table A3) indicated that students in each of grades 6-10 achieved statistically significant FAST ELA scale score gains. Disaggregation of the data indicated that males and females, students from each ethnic background, students classified as socio-economically disadvantaged (FRPL-eligible), students with an IEP, and EL students all achieved statistically significant FAST ELA scale score gains from pre-to post-Read 180 instruction with effect size Cohen’s d=.57-.68. This further supports the effectiveness of Read 180 in improving overall ELA proficiency.

Impact of Student App Usage

The evaluation also explored the relationship between student usage of the Read 180 Student App and academic gains. Further, use of the Read 180 Student App was a statistically significant predictor of FAST ELA scale score growth in the 2022-2023 school year On average, Read 180 students who completed more segments of the Read 180 Student App also achieved higher gains in the FAST ELA scale score from fall to spring assessment. Students who completed 7 or more segments of the Student App achieved an average of 1.2 times more scale score gain (14 points) compared to students who completed less than one segment (12 points). This suggests that consistent engagement with the online component of the program can lead to greater academic improvement.

Long-Term ELA Performance

To assess the long-term impact of Read 180, student performance on the FSA ELA summative assessment in spring 2022 and the FAST ELA assessment in spring 2023 was compared. M-DCPS Read 180 students’ ELA summative test performance levels increased from spring 2022 to spring 2023. students achieving a satisfactory or on-grade-level (level 3) or higher performance level increased from 1% (spring 2022) to 24% (spring 2023). The difference between pre-Read 180 and post-Read 180 FAST ELA performance levels was effect size Cohen's d=.38. Overall, Read 180 students who completed the FSA ELA in spring 2021 averaged a 315 scale score, Read 180 students who completed the FSA ELA in spring 2022 averaged a 317 scale score, and Read 180 students who completed the FAST ELA in spring 2023 averaged a 325 scale score. Compared to the year-to-year growth attained pre-Read 180 use from spring 2021 to spring 2022, students at each grade level attained accelerated year-to-year growth post-Read 180 use from spring 2022 to spring 2023. These findings indicate that Read 180 can have a lasting positive impact on student ELA proficiency.

Addressing the Misuse of Standardized Tests

Daniel Koretz, a professor at the Harvard Graduate School of Education, argues that excessive high-stakes testing undermines the goals of instruction and meaningful learning. Koretz notes that standardized tests themselves are not the problem; the problem is the misuse and sometimes outright abuse of testing. Testing done right can be valuable, sometimes irreplaceable. For example, standardized tests, designed and used appropriately, can help teachers improve instruction. He suggests that the pressure to raise test scores has become so strong that testing often degrades instruction rather than improving it. In many places, it has led to severe score inflation - gains in scores far larger than real improvements in learning. These inflated scores don’t provide an honest and useful indication of student performance.

Koretz advocates for refocusing instruction on teaching the underlying knowledge and skills that any good test should reflect, rather than spending time preparing kids for the specific test used for accountability. He proposes an accountability system that measures what matters, including student achievement, the quality of educators’ practices, and school climate. We have to use tests wisely. Used sensibly, they can provide valuable information to help improve instruction. However, treating them as the main goal of education and exerting too much pressure to raise scores as an end in itself will backfire, undermining instruction and giving us misleading information about students’ performance.

Optimizing Test Preparation Strategies

MasteryPrep offers a framework called "Master What Matters," which focuses on content mastery, test mastery, and time mastery. At the base of the Mastery pyramid is content mastery, the actual academic knowledge students need to succeed on test day. Above that is test mastery, and at the top is time mastery. The shape of the pyramid is intentional, with content mastery serving as the foundation. Craig Gehring, Founder and CEO of MasteryPrep, emphasizes that content mastery has a bigger impact.

MasteryPrep's Boot Camps prioritize time and test mastery, while strategically reinforcing high-leverage content. They teach students how to manage time effectively, approach questions methodically, and think clearly under pressure. One of the most powerful strategies taught in Boot Camps is mark-and-move-knowing when to make a best guess, flag a question, and move forward, rather than getting stuck. Test mastery focuses on how students think during an assessment. Strong test-takers don’t jump straight into answering a question. They use a repeatable mental process to understand what’s being asked, determine a strategy, and work through the item methodically.

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