What Can Schools Do in the 2026-2027 School Year to Be Prepared for SST?

The conversation around Texas assessments is changing quickly. Beginning in the 2027-2028 school year, the Student Success Tool (SST) is scheduled to replace STAAR as the state’s assessment program. At the same time, Texas is expected to implement a refreshed accountability system in 2028.

For school and district leaders, the biggest challenge is not simply preparing for a new assessment. It’s preparing for a future where many of the data points educators have relied on for years will no longer be directly comparable.

That makes the 2026-2027 school year one of the most important planning opportunities districts have before the transition begins.

What’s Happening and Why Is It Important to Think About Now?

Most Texas educators are aware that STAAR is being phased out and SST is being phased in beginning in 2027-2028. What is less discussed is the impact this change could have on long-term data analysis and instructional planning.

For years, districts have used STAAR results to:

• Measure growth over time
• Monitor subgroup performance
• Evaluate instructional initiatives
• Identify learning gaps
• Inform intervention decisions

Once SST replaces STAAR, those year-over-year comparisons become much more difficult. District leaders may find themselves asking:

• How does an SST score compare to a STAAR score?
• Did student performance improve, or did the assessment system change?
• How should trends be interpreted during the transition?

At the same time, 2028 will bring an accountability refresh, introducing additional changes to how schools are evaluated.

Another important consideration is that STAAR Interim Assessments are going away. Many districts currently use those assessments as part of their progress monitoring process. These interim assessments also helped students practice for official exams. As SST approaches, schools will need to determine what data sources and assessment practices will help them maintain consistency moving forward. Without STAAR interim assessments, schools and districts may need alternatives, like Progress Learning’s designated SST-aligned practice assessments.

The reality is that districts need a plan before the 2026-2027 school year begins. Without a strategy for collecting and tracking comparable data now, schools may find themselves entering the SST era without the historical context needed to make informed decisions.

What We Don’t Know Yet

Although Texas has shared broad information about SST, many important details are still unknown.

There Is No SST Blueprint Yet

At this point, districts do not have access to detailed SST blueprints or item specifications. While educators know the assessments will measure student learning, many questions remain about exactly how that learning will be assessed.

BOY and MOY Assessments Will Be Adaptive

Texas has announced that Beginning-of-Year (BOY) and Middle-of-Year (MOY) assessments will be adaptive. We know the assessments will adjust difficulty based on student responses, similar to other adaptive testing models. However, beyond that, there is still limited information regarding item design, reporting structures, and performance expectations.

Assessment Provider Decisions Are Still Pending

Many districts are closely watching to see which providers will ultimately be approved for BOY and MOY assessments. These decisions will influence how schools approach progress monitoring, benchmarking, and instructional planning throughout the year.

For many leaders, the uncertainty is not simply about which assessments will be available. It is about understanding what tools and data sources they will be allowed to use moving forward.

Accountability Thresholds Remain Unknown

Texas has not yet released details regarding future accountability cut scores or performance thresholds. While schools know accountability changes are coming, the specifics of how performance will be measured and evaluated are still being developed.

What Can Schools Actually Do Right Now?

The good news is that districts do not need to wait for every SST detail before taking action. There are several practical steps schools can take today that will provide value regardless of what the final assessment and accountability systems look like.

Get More Granular With Your Data

Many districts focus heavily on overall proficiency rates and aggregate assessment results. As SST approaches, schools should consider collecting more detailed information, including:

• TEKS-level mastery data
• Individual student performance trends
• Classroom-level strengths and weaknesses
• Subgroup performance patterns
• Intervention effectiveness data to gauge improvement between exams

The more granular the baseline, the more useful it becomes during periods of change. When assessment systems shift, standards-level data often becomes far more valuable than overall proficiency rates alone.

Establish Formative Assessment Schedules Now

SST will introduce a new assessment cadence through BOY, MOY, and EOY testing. Schools can begin preparing by implementing consistent formative assessment practices now. Doing so helps districts:

• Build assessment routines
• Establish baseline expectations
• Improve data collection processes
• Create stronger progress monitoring systems

Just as importantly, it gives educators time to refine logistics before SST arrives.

Help Students Become Familiar With Ongoing Assessment

For many students, SST will feel different from the traditional once-a-year testing mindset. Regular formative assessments help students become comfortable with:

• Multiple assessment windows
• Frequent progress monitoring
• Goal setting
• Standards mastery tracking

The more familiar students are with this cadence, the easier the transition will be. These regular formative assessments also help educators, providing opportunities for reflection and instructional changes where they would help. Incorporating data analysis into your regular PLC meetings is an effective way to accomplish this without adding a mountain of new paperwork.

Learn How to Interpret Data Throughout the Year

One of the biggest opportunities under SST is the ability to monitor growth across multiple points in time. Schools can begin preparing now by studying:

• How student performance changes throughout the year
• Which standards show the most growth
• Which standards require additional support
• How interventions impact performance

Understanding these patterns today will make future SST data significantly more actionable. 

Why Consistency Matters More Than Ever

As districts prepare for SST, it is important to remember that while assessments may change, the Texas Essential Knowledge and Skills remain the foundation of instruction. 

Students will still need to master the same standards. Teachers will still need to identify learning gaps. School leaders will still need reliable ways to monitor growth over time. That is why maintaining consistent measures of student performance becomes so important during periods of transition.

Bridging the Gap Between STAAR and SST

Regardless of which vendors are ultimately approved for BOY and MOY assessments, districts will still face the challenge of comparing performance across years.

Schools need more than assessment results. They need a way to continuously measure TEKS mastery, monitor growth, and provide instructional support based on student needs.

This is where standards-aligned assessment, intervention, and remediation systems can help create continuity. Progress Learning provides TEKS-aligned content across all four core subjects for grades K-12, giving districts a consistent framework for measuring and supporting student learning year after year.

Whether data originates from STAAR, SST, BOY, MOY, EOY, or local assessments, educators still need tools that help them:

• Identify learning gaps
• Deliver targeted intervention
• Monitor progress
• Support remediation
• Measure growth over time

Assessment systems may change, but the need for consistent instructional data does not.

The transition from STAAR to SST represents one of the most significant shifts Texas schools have faced in years. While many details are still emerging, districts do not need to wait to begin preparing.

The schools that will be best positioned for success are the ones using the 2026-2027 school year to establish meaningful baseline data, strengthen formative assessment practices, and build systems that allow them to track student growth regardless of how assessment and accountability evolve.

Because when SST arrives, the most valuable data may not be the new data schools collect. It may be the historical context they took the time to preserve beforehand. To make sure you’re prepared for the transition and into preparing for the SST, contact our Texas experts below to see how Progress Learning can help.