State says score requirements exaggerate students' proficiency.
New York state introduced its math and English assessment examinations in 1999. Here, fourth graders in 1999 take one of the tests at Stonehedge Elementary School in Camillus. Stonehedge is in the West Genesee School District.
Thousands of students who scored well on New York state assessment tests in the past will find themselves with lower scores on the latest examinations because the state plans to score the tests tougher.
State education officials said they need to score the state’s English and Math assessment tests given between third and eighth grades tougher because the results don’t reflect the real level of proficiency students are achieving.
“Fewer kids are going to hit that 3, which indicates proficiency,” said John B. King Jr., senior deputy education commissioner.
The main reason for the tougher grading is new research that shows many students who score as proficient on the exams don’t do well on the state Regents exams later, and aren’t adequately prepared for college-level courses.
About 1.2 million students took the exams in April and May. Students will receive a score of 1, 2, 3 or 4, with 3 or 4 considered proficient or better than proficient. Students who score a 2 or below are doing poorly and schools provide those students extra help. Some districts also use the scores to help place kids in courses; others do not, school officials said.
The “cut scores” or raw scores that determine whether a student receives a 1, 2 , 3 or 4 on the exams will be redefined so fewer kids will earn a 3 or 4, King said. The state education commissioner is expected to set the new cut scores Monday. The students’ scores will be released at the end of this month.
Students have been doing better on the exams in recent years, but the results seem to be inflated, officials said. “There was progress, but not enough,” King said. “They’re not where we need them to be. We know that’s a hard message for people to hear.”
Several Central New York school superintendents say they support changing the tests, and also adopting an absolute state standard, along with a statewide curriculum. But they say it’s unfair to change the scores after the exam has already been taken.
“It’s unfair to kids and to teachers and parents to change the rules after the test has been taken,” said Syracuse City Schools Superintendent Dan Lowengard. “They are consciously making a decision that some kids will do worse. Instead, they should come up with a new test and then give it, and let everyone know. Then let the chips fall where they may. Decide on the cut scores before the kids take it, not after.”
King said the question is whether the exam scores reflect true proficiency, and whether schools are adequately preparing children for college and the future.
The state will change the tests to make them broader, longer and more rigorous, and those changes will be reflected in next year’s tests, he said. The state also is working to eventually adopt a statewide curriculum.
King pointed to research showing a student who scores a 3, which is proficient, on the eighth-grade state math assessment test has a 30 percent chance of scoring an 80 or higher on the Math regents. English was a little better, with a 60 percent chance of scoring a 75 or better on the English Regents.
“We have to re-examine how we define proficiency,” King said. “If you got a 3 you think you’re on track. The question is on track for what? So we have to make it harder to score a 3.”
Data also shows at a two-year college 40 percent of kids are taking remedial courses because they’re not academically prepared, and that increases the chances these kids will drop out. King said.
The state is asking the federal government not to penalize schools this year if students score lower on the exams, but no decision has been made yet. King said they also will ask that schools not be required to provide more academic help this year unless money can be provided to pay for it.
School officials said more kids will need extra help if their scores are lower, and that can put a strain on districts when budgets are tight.
Syracuse city school officials said they’re not against raising the bar or making the exam tougher, but the cart shouldn’t be put before the horse.
“Don’t move the goal post after the game is played,” said Anita Murphy, deputy superintendent for information and technology. “Don’t change in the middle of the game. There should be an absolute standard that kids are assessed against.”
Lowengard said the state is trying to say the predictive value of these tests isn’t what they thought they would be. So change the test, he said; not give the same test and then make sure fewer kids pass it.
“Moving the scores to make it look like kids aren’t doing as well doesn’t fix the system,” Lowengard said. “Set an absolute standard, and our kids will meet that standard as long as it doesn’t change midstream, or after the test is taken.”
Lowengard said he’s heard that instead of 650 score being a 3 it may now be 670. That will be discouraging to everyone, he said. “The college people are saying they don’t want to do remedial work when the kids get there, but where is the accountability from the colleges?” he said.
Also, Lowengard said you can’t compared an eighth grade math test with the Regents because the Regents exam has changed through the years while the math assessment tests haven’t. “You are mixing apples and oranges,” he said.
Tully School Superintendent Kraig Pritts also agreed with changing the tests, but not after the fact.
“It’s demoralizing to kids, who are used to getting a “3” and all of a sudden they’re getting something lower,” he said.
Elizabeth Doran can be reached at edoran@syracuse.com or 470-3012