The Latvian organization of parents criticized the pace at which the Ministry of Education and Science (IZM) is advancing changes in the student assessment system. As stated by the head of the organization, Inga Akmentinā-Smildzina, decisions in the field of education should be made based on data, assessments of potential consequences, and discussions with industry representatives, rather than in a rush. Last week, the Ministry of Education submitted amendments to the regulations on the standards of basic and general secondary education for approval, providing only four days for discussion. The document proposes significant changes to the assessment of students' knowledge, including new conditions for conducting and evaluating centralized exams. The parent organization stated that they are dissatisfied with how the reforms are being advanced. In their opinion, such significant proposals appear only a few weeks before the start of the new school year and are being considered in too compressed a timeframe. Akmentinā-Smildzina emphasized that educational policy should depend less on political and electoral cycles. Otherwise, inconsistent actions by the state can create a sense of uncertainty among schools, educators, parents, and students, undermining trust in long-term decisions. At the same time, the organization does not reject all proposals from the ministry. In particular, they positively assess the possibility for students to retake at least one test, as well as the expansion of professional autonomy for teachers. However, parents believe it is necessary to maintain unified assessment principles so that final grades are comparable across different schools in the country. There is particular concern about plans to change the status of centralized exams in the 9th grade. According to Akmentinā-Smildzina, holding a student back a year due to a single failed exam may be an disproportionate measure. However, simply abolishing the minimum passing threshold will not resolve existing issues either. If exam results cease to have direct consequences, the state should clearly define its purpose and provide support for students with low results. The organization also draws attention to the issue of objectivity in assessment. If obtaining a certificate of education mainly depends on school grades, and the results of external exams do not have significant importance, it is necessary to regularly analyze discrepancies between grades given by schools and results of centralized exams. "I would not want to think that schools will deliberately inflate grades, but the system should not create incentives for this," emphasized Akmentinā-Smildzina. Speaking about the teaching of natural sciences, she noted that exams can reveal existing problems, but they will not solve them by themselves. In her opinion, it is necessary to increase the number of practical classes, research activities, laboratory work, and also expand support for teachers. The proposal to make higher-level exams voluntary is generally viewed by the organization with cautious approval, provided they are not required for a specific student to enter university. At the same time, parents emphasize that the requirements of higher education institutions should be clearly defined in advance so that subject choices in high school do not limit graduates' opportunities to continue their education. The parent organization believes that changes in the education system are necessary, but insists that they should be implemented gradually, after thorough discussion and careful assessment of potential consequences for students, parents, and educators.