A recent provincial survey has revealed significant discontent among Alberta educators regarding mandatory literacy and numeracy screening tests for students in kindergarten through grade three. The findings, which confirm long-standing teacher concerns, show the assessments are widely viewed as unhelpful and frustrating.
Survey Highlights Widespread Educator Concerns
The Government of Alberta survey, conducted in late 2025, gathered feedback from nearly 3,600 respondents, the vast majority of whom were teachers and school administrators. The results were stark: of the 3,100 respondents who answered specific questions about the screenings' utility, almost 74 per cent did not believe the tests helped educators understand student skills or obtain the information needed for early intervention.
These mandatory assessments, first introduced in 2022 and codified into law in November 2025, were championed by Education Minister Demetrios Nicolaides as a tool to identify student needs early and ensure timely support. The province describes them as short, simple activities to gauge foundational literacy and numeracy, not as graded tests.
Teachers Cite Inappropriate Content and Wasted Time
In a statement issued on Thursday, January 8, 2026, the Alberta Teachers' Association (ATA) said the survey validates the profession's criticisms. ATA president Jason Schilling stated the screenings contain "developmentally inappropriate content, may negatively impact students, produce data of limited instructional value and are not paired with adequate targeted supports."
Educators emphasized that the process is overwhelming, with data entry taking away from crucial instructional time at the start of the school year. Tyson Mastel, president of the North Alberta Reading Specialists' Council and an Edmonton principal, noted this period is vital for setting classroom routines. He also highlighted another telling statistic: approximately three-quarters of teachers chose not to share the screening results with parents, a move he interprets as a lack of trust in the data's accuracy.
Calls for Personalized Support Over Standardized Testing
The survey underscored a strong desire among teachers for a more personalized and well-resourced approach. An overwhelming 86.6 per cent of respondents said funding for staff to assist with interventions is very important. The ATA's statement echoed this, noting teachers want timely, targeted interventions like small-group or one-on-one instruction.
Despite the government's defense of the screenings as a mechanism for early help, the teaching profession's feedback suggests the policy is missing the mark. The disconnect between the legislative mandate and classroom reality points to an ongoing debate about the best methods to support early learners in Alberta's education system.
