We, the families of Birmingham Public Schools, are requesting a thoughtful and transparent reevaluation of the use of i-Ready testing, i-Ready pathways, and the i-Ready curriculum across our district.

Our concerns are not rooted in opposition to assessment or accountability. Rather, they reflect a growing and widely shared belief among parents and educators that the current use of i-Ready is out of balance—both in the amount of instructional time it requires and in the value it provides to students.

Instructional Concerns

Families across the district report that students are spending a significant amount of time engaged in i-Ready during the school day and, in some cases, at home as graded work. In middle school especially, students may be graded based on completion of required minutes rather than demonstrated understanding.

This raises an important concern:

• Are we measuring student learning—or student compliance?
• Additionally, many parents and educators have observed:
• Scores that do not align with students’ actual abilities
• Student fatigue during lengthy testing sessions
• Misalignment between i-Ready pathway lessons and classroom instruction
• A decrease in time available for teacher-led instruction, small group learning, and independent reading

When instructional time is limited, it is critical that it is used in ways that are engaging, meaningful, and supported by evidence.

Student Experience & Equity

Students frequently report frustration, boredom, and stress related to i-Ready usage. For some learners—particularly those with ADHD, processing challenges, or test anxiety—extended screen-based testing can be especially difficult and may not accurately reflect their abilities.

We believe all students deserve assessment methods that allow them to demonstrate their learning in ways that are developmentally appropriate and equitable.

Data Privacy & Transparency

In December 2025, a federal class action lawsuit (M.C. v. Curriculum Associates) was filed against the company that produces i-Ready. While these claims are allegations and have not been proven in court, they raise important questions about student data privacy that deserve careful consideration.

The complaint alleges that i-Ready collects extensive student data, may generate detailed user profiles, and shares information with third-party analytics providers.

Regardless of the outcome of this case, families deserve clear and transparent answers to the following:

• What student data is being collected and shared?
• Who has access to that data?
• How is it being used and protected?
• What rights do parents have to access, review, or opt out of data collection?

Our Request

We respectfully ask Birmingham Public Schools to:

• Conduct a formal reevaluation of the role and effectiveness of i-Ready
• Reduce or eliminate grading practices tied to required minutes
• Limit the amount of instructional time spent on i-Ready and other screen-based programs
• Prioritize teacher-led instruction, small group learning, and independent reading
• Increase transparency regarding student data collection, usage, and third-party access
• Provide clear opt-out options and meaningful alternatives for families

Engage parents and educators in an open dialogue about assessment practices and instructional priorities.

Our Shared Goal

This is not about eliminating accountability—it is about ensuring that the tools used in our schools genuinely support student learning, engagement, and well-being.

We believe in Birmingham Public Schools and the educators who serve our children every day. We are asking for a balanced approach that places greater trust in teacher expertise, values meaningful instructional time, and ensures transparency for families.

Join us in advocating for a more thoughtful, effective, and student-centered approach.