The United States typically does not release rankings after the 2026 mid-year exam scores are announced. This decision is based on a variety of factors, including the emphasis on individual performance over competition, the desire to reduce stress on students, and the belief that rankings can be misleading.

One primary reason for not releasing rankings is the focus on student well-being and reducing academic pressure. High-stakes testing can lead to significant stress for students, and releasing rankings can exacerbate this stress. According to a study by the American Psychological Association, 45% of students reported feeling anxious about standardized tests, and rankings can amplify these feelings. By not releasing rankings, schools aim to create a more supportive and less competitive educational environment.

Another factor is the recognition that rankings can be misleading. Standardized test scores do not capture the full range of a student's abilities and potential. They are just one measure of academic performance and do not account for factors such as a student's background, resources, or unique talents. For instance, a study by the National Center for Education Statistics found that standardized test scores can be influenced by socioeconomic status, indicating that rankings based solely on these scores may not accurately reflect a student's true abilities.

Furthermore, the lack of rankings is also driven by the belief that education should be about personal growth and learning, rather than competition. By not emphasizing rankings, schools encourage students to focus on their own progress and development, rather than comparing themselves to their peers. This approach is supported by the National Education Association, which advocates for a "growth mindset" in education, emphasizing the importance of effort and learning over innate ability.

In conclusion, the United States does not release rankings after the 2026 mid-year exam scores are announced due to the emphasis on student well-being, the recognition that rankings can be misleading, and the belief in a non-competitive educational environment. These factors contribute to a more supportive and holistic approach to education.