Many districts have strong benchmark data through middle school, but far less visibility once students enter high school. At exactly the point when the stakes rise, leaders are often left without a clear picture of whether students have the foundational skills needed for Algebra and beyond. In Massachusetts, the shift away from MCAS as a graduation requirement has made that challenge even more urgent. Districts now have greater responsibility for determining competency through coursework, often without consistent data to support those decisions. This session will explore where high school math visibility breaks down, which foundational skills research identifies as predictors of Algebra success, and how districts across New England are rebuilding the picture from grade 8 forward without adding unnecessary complexity to their technology stack. Bring a recent benchmark report if you have one. We will examine real data together, including what it can tell us, what it cannot, and where the gaps may be hiding. Presented by Khan Academy Districts, a nonprofit organization. This is a working session centered on the problem, not a product demonstration