Evidence Matters | An Examination of Standardized Testing in the United States – Are We Passing the Test? Part III

May 22, 2025

As we highlighted in our last post, while the U.S. administers a variety of standardized tests to students each year, historically, we have underperformed other countries on common measures of student academic success. In today’s post, we’ll take a closer look at one country that has recently emerged as a top performer, while simultaneously taking a “less is more” approach when it comes to testing: Estonia.

In a world where standardized testing often serves as a symbol of educational stress and systemic inequity, Estonia stands as a quiet outlier. Despite being a small country of just over 1.3 million people, Estonia consistently ranks at the top of international education rankings, particularly in the Programme for International Student Assessment (PISA), conducted by the OECD. What’s remarkable isn’t just the country’s academic performance—it’s how Estonia has managed to use standardized testing as a tool for equity and learning, rather than as a punitive measure.

Unlike many countries that use standardized tests primarily for ranking schools or evaluating teachers, Estonia uses testing to inform. National exams are administered at key stages, but these assessments are not high-stakes for individual students. Instead, they provide a snapshot of student learning that can help schools, teachers, and policymakers make informed decisions.

Estonia’s approach starts with a fundamental belief: standardized tests should serve education, not control it. This philosophy is evident in the way test results are used. Data from national assessments are analyzed by educators and local authorities to identify gaps and adjust instruction. By removing the pressure to “teach to the test,” Estonia allows teachers the freedom to focus on deep, conceptual learning.

The system also supports equity in a way many other countries struggle to achieve. Estonia has one of the smallest performance gaps between students from different socioeconomic backgrounds. This success is not accidental. The country invests heavily in early childhood education, has a strong system of school funding that ensures resources are distributed fairly, and offers robust support for teachers. Standardized testing, in this environment, becomes a feedback mechanism rather than a gatekeeper.

Additionally, Estonia’s exams are closely aligned with its national curriculum, which emphasizes skills such as critical thinking, collaboration, and problem-solving. The tests are designed to reflect real-world tasks and encourage students to think, which in turn ensures that teaching remains meaningful and relevant.

Critically, Estonian students don’t spend a great deal of time preparing for tests. Class time typically is not focused on activities specifically related to test preparation or test taking skills, homework is limited, and there’s a national ethos that values well-being alongside achievement. In this way, Estonia shows that rigorous education and student wellness are not mutually exclusive.

Estonia demonstrates that standardized testing doesn’t have to be the villain of education reform. When implemented with care, supported by equity-focused policies, and framed as one part of a larger educational puzzle, standardized tests can provide valuable insights without eroding the joy of learning.

Estonia’s model isn’t perfect, but it proves that a balanced and thoughtful approach to assessment is not only possible—it’s powerful. If the goal is to raise informed, capable citizens rather than just test-takers, then it’s time for more countries to learn from Estonia’s quiet revolution.

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Kelly Gregory is the Riley Institute’s Director for Public Education Partnerships and Projects and previously taught for 11 years in South Carolina public schools. She holds a bachelor’s degree in Psychology and a master’s degree in Special Education. She also holds a National Board certification as an Exceptional Needs Specialist. She can be reached at [email protected].