Statewide, the number of students considered proficient in English dropped from 77 percent to 53 percent; in math, the number proficient dropped from 86 percent to 61 percent.
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. This article written by staff writers Elizabeth Doran and Maureen Nolan.
Scores on the New York state assessment tests given in grades three through eight were released Wednesday, and as predicted the number of students considered “proficient” dropped dramatically in many school districts.
The reason for the drop lies with state education officials, who decided to change the “cut scores” or raw scores, making it harder to get a grade deemed “proficient” on the English and math assessments.
Across grades 3-8 statewide, 53 percent in English and 61 percent in Math, met or exceeded the new proficiency standards this year. In 2009, 77 percent of students met or exceeded standards in English and 86 percent of students did so in Math.
The reason for the change in scoring is because state education officials said research showed kids weren’t as proficient in the subjects as the scores indicated. They said research shows their state assessment scores don’t translate into acceptable Regents scores, or help them be prepared for college.
The state education department is changing the test next year to make it longer and broader, and also is working on a state curriculum.
But local school superintendents decry the way the scores were changed after the test was already taken. They say it’s unfair to kids, parents and teachers and said the state should change the curriculum and test first, and then apply the new scoring system.
East Syracuse Minoa Superintendent Donna DeSiato said the district believes in higher and more rigorous standards, but questions the arbitrary way in which these scores were changed after the fact.
Local educators discuss in an editorial board meeting at the Post-Standard that the state's toughening of it's standardized test grading system is midguided. L-R; Donna DeSiato, ESM Schools superintendent / Anita Murphy, Syracuse School deputy superintendent for information & technology / Chirs Vogelsang, Syracuse School deputy superintendent curriculum, instruction & assessment. “It’s an injustice to start with an entry point that suggests our students are less than proficient,” she said. “The entry point should be with the new standards. Otherwise, it’s problematic and confusing.”
Syracuse City officials agree that it’s unfair to change the rules after the game has been played, and makes the data less than meaningful.
The number of Syracuse students who met the state standard plummeted. But if the state had not changed the scoring, the district would have continued to see some progress, Assistant Superintendent Chris Vogelsang said. The progress is real and stems from major changes the district has put in place in the last few years, including extending the school day and year for students, she said.
The percentage of Syracuse 3-8 students who met the state goal on the math test dropped from roughly 59 percent to roughly 28 percent. The percentage for 3-8 English dropped from roughly 53 percent to 26 percent.
The state also compared how students performed on English and math assessments compared to the National Assessment of Educational Progress exams and found kids weren’t measuring up.
The same was true with Regents. For example, a student scoring a 3 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 slightly better, with a 60 percent change of scoring a 75 or better on that exam.
The state has asked the U.S. Department of Education to allow schools that would have made adequate yearly progress for federal accountability purposes to get credit for making adequate progress in 2009-10. Academic intervention services also won’t be mandated.
Chancellor Merryl H. Tisch said students most in need are those who turn out be much further behind than was recognized in the past.
"We are doing a great disservice when we say that a child is proficient when that child is not. Nowhere is this more true than among our students who are most in need.,' she said.