Pacific Collegiate Charter and AI

When Indiana made the SAT a graduation requirement in 2020, Hanover Community School Corporation recognized that preparation could no longer be informal or uneven.
With graduation tied directly to SAT performance, readiness became a shared district responsibility—one that required more than access to resources.

Prior to formalizing a district-wide approach, SAT preparation varied by classroom. Students had access to high-quality materials, but leadership lacked consistent cohort-level visibility. There was no unified structure to determine whether practice translated into checkpoint performance across the junior class.
Rather than assume readiness, Hanover chose to operationalize it.
District leaders elevated SAT preparation to a system-level priority. The objective was clear: prepare every junior and verify that preparation translated into measurable performance on College Board assessments.
Partnering with Khan Academy Districts as a nonprofit, mission-aligned provider, Hanover shifted from decentralized practice to a governed, district-wide SAT readiness model.

Teachers used real-time mastery data to make immediate instructional decisions. When students struggled with specific skills, educators could quickly identify those gaps and adjust instruction through targeted mini-lessons or additional practice.
Assignments were aligned directly to STAAR standards, ensuring that practice reinforced the skills students needed for upcoming assessments.
For students, this clarity made it easier to stay on track, complete assignments, and build momentum through consistent practice.
Teachers used real-time mastery data to make immediate instructional decisions. When students struggled with specific skills, educators could quickly identify those gaps and adjust instruction through targeted mini-lessons or additional practice.
Assignments were aligned directly to STAAR standards, ensuring that practice reinforced the skills students needed for upcoming assessments.
For students, this clarity made it easier to stay on track, complete assignments, and build momentum through consistent practice.

• About 40% of December STAAR retesters passed their exams, a result district leaders largely attributed to focused, structured practice during advisory.

• Expanded implementation: Khan Academy grew from advisory use to daily classroom integration.

• About 500 middle and high school students are actively using the platform.

• More efficient instructional planning: One teacher reported saving approximately four to five hours per week.

• More targeted instruction: Real-time data enabled faster identification and support of skill gaps.

What began as targeted intervention is now a broader instructional strategy
What started as a focused effort to support STAAR retesters—and a pilot of Khan Academy’s reimagined classroom experience—has expanded into a broader approach to teaching and learning across Taft ISD.
By embedding structured, data-informed practice into both advisory and classroom settings, the district is building a more consistent system for supporting student progress.
Taft’s experience offers a preview of how the reimagined Khan Academy classroom experience can support districts in delivering structured, data-informed intervention at scale.