If there's one topic that everybody seems to have an opinion on - it's NAPLAN.
The standardised testing model was introduced in 2008 as a way to gauge a student and school's performance, with two objectives of improving performance and giving accurate data.
Over the years, NAPLAN has been a constant source of ire for some parents, with many saying the tests have become too stressful for their children.
There have also been reports of parents keeping their kids home of the day of NAPLAN tests, because of spiralling anxiety.
However, the argument for standardised testing is simple - what parent wouldn't want to know how their child stacks up against other students for their grade level?
In addition, it provides valuable data for schools to analyse how they compare to other schools in their area and also to other schools of similar size.
But analysis of Tasmanian NAPLAN results over the past 10 years shows very little improvement to speak of, despite the availability of data for schools to enact change.
There must be somewhere along the line that conversation is being interrupted because it's clear that over 10 years you would expect to see more initiatives and more improvement being done by schools reflected in the NAPLAN scores.
While NAPLAN is not the be all and end all for measuring performance, it does provide a unique snapshot of key academic categories.
It is one way to measuring student progress, however, we need to make sure it is not the only way.
There needs to be a change in the conversation around how we talk about NAPLAN and how we speak about it in front of our children.
NAPLAN has a place in today's education society, because of its uniqueness, but we need to remember that success comes in many forms - and decisions made by children today will not define them for the future.
It is only one piece of the complex puzzle of who they are.