Gwinnett County Public Schools

Miranda McLaren

Making the SAT a Gateway, Not an Obstacle

The real purpose of testing is not about numbers; it’s about opening doors. A few years ago, I realized that many of our students, especially those who would be the first in their families to attend college, weren’t taking the SAT. Not because they lacked ability, but because the system wasn’t designed to meet their needs. Saturday testing, registration fees and lack of guidance all stood in their way.

In March 2022, we initiated something that I believe has truly transformed opportunities for our students.

We brought the SAT into the school for every high school junior in Gwinnett County and removed every barrier we could. The district covers the cost of the test that happens during school hours. So, the students, regardless of their background, leave high school with a score that could open a new path in their lives.

The great thing is that our students have started performing above the national average. I saw that shift in my own son when he took the Preliminary SAT. As we looked at his results together, he discovered that he qualified for Advanced Placement (AP) classes, an exciting affirmation of how capable he truly is.

That’s what this initiative is really about. Testing may not be everyone’s favorite thing, but when used the right way, it can be a powerful equalizer.

Driving Student Growth through Smart Digitalization

Digitalization has completely changed how we understand student learning. Moving our assessments online has made everything faster and smarter. Every nine weeks, from grade three through high school, we run district assessments that help us see exactly what students have mastered and where they might need extra help.

The real power of digital technology lies in its speed. We no longer wait weeks for papers to be scanned or graded; results are available instantly, providing us with the insight we need to act in the moment.

“When I look at assessment data, the first thing I focus on is context. A score is just a snapshot of a single moment, and it only becomes meaningful when we understand what it really shows.”

Of course, data is only powerful when people know how to use it effectively. Our teaching and learning teams work hand in hand to turn those numbers into action. When the results show that students are struggling with a standard, we adjust pacing guides, tweak lessons and share better resources. Universal screeners help us identify skill gaps early, allowing us to bridge them before they become wider. Digitalization gives us clarity, but it’s our people who bring that data to life.

Helping Families Understand What Scores Mean

When I look at assessment data, the first thing I focus on is context. A score is just a snapshot of a single moment, and it only becomes meaningful when we understand what it really shows.

One of my top priorities is making sure parents can interpret and use this information effectively. It’s not enough for parents to simply see a number; they need to understand what it says about their child’s learning and what the school will do to support them.

I want everyone to have a full toolbox of data points so our decisions are thoughtful and grounded, not based on a single test. I was reminded of this recently at a small conference, where we reflected on next steps. Assessment literacy for staff and giving parents the context behind scores quickly emerged as priorities. When people truly understand the data, we can make smarter choices that create a lasting impact on students.

Changing How We Think About Testing

I’ve made it my mission to make ‘test’ stop feeling like a four-letter word. Nobody likes tests, and I understand why. But I believe assessments can be powerful tools for learning when they’re used with purpose. The key is helping people see the instructional value, why we give it to them and what it reveals.

For years, we administered the state test, and then, just two weeks later, our district test covered the same content. When I asked why, the answer was simply, “It needs to go in the grade book.” That wasn’t good enough.

If students have already demonstrated their learning, why test them again? After the pandemic, I pushed for us to stop over-testing. We agreed that if a test is not giving us useful information, it doesn’t belong. That’s been a significant shift. Moving from testing for the sake of tradition to testing for the sake of purpose.

Some people point out that I added the SAT for all juniors, but that was a deliberate choice. That test opens doors for students who might never have taken it otherwise. Every assessment we keep should be there for a reason, and that reason should always be what’s best for our students.