State test results
to reflect newly adopted scoring procedures
Raising the bar on achievement could initially
result in lower test scores for students taking
state English and math exams
When state English and math test scores are
released next week, the results will reflect new
scoring procedures adopted recently by the State
Education Department (SED)—and could potentially
raise concerns for some students and parents.
As part of a comprehensive effort to raise
student achievement, SED is applying more
stringent grading procedures to the grades 3-8
English and math exams. Consequently, SED
officials are cautioning that many school
districts could see a decrease in the number of
students scoring in levels that indicate
proficiency starting with the exams administered
this past May.
It is yet to be seen how the change in the “cut
scores”—a measure SED uses to determine
proficiency—will affect Niskayuna’s test
results.
“Because we are a high-performing district, it’s
difficult to tell if the change in scoring will
significantly affect the number of students not
meeting the standards measured by the
assessments,” says Superintendent of Schools
Kevin Baughman.
Under the state’s testing system, “cut scores”
are used to group students by level of
performance. Students at Level 1 are not meeting
learning standards; those at Level 2 are
partially meeting learning standards; pupils at
Level 3 are meeting learning standards; and
those at Level 4 are meeting learning standards
with distinction. SED has revised the cut scores
for Level 3—essentially raising the level at
which students are considered proficient
compared to prior years. This, in turn, could
make overall district scores appear lower.
“While we want our students to perform well on
the state assessments, these tests are not the
sole measure of student proficiency,” Baughman
says. “We offer our students a rigorous and
relevant academic program designed to prepare
them for higher education and provide the skills
necessary to be successful in a rapidly changing
global environment.”
Baughman adds that the district’s priority is to
continue providing a world-class education and
that ongoing district initiatives, such as
elementary foreign language instruction,
curriculum mapping and differentiated
instruction, help support student achievement
beyond the state standards.
He also notes the long-term impact the change in
scoring may have on some school districts. “If
the number of students identified as not meeting
the state’s learning standards increases due to
the higher ‘cut scores,’ some districts could
face significant increases in staff that will
become necessary to provide required academic
intervention services for the additional
students,” Baughman says.
More reforms on the
horizon The new grading procedures are in
response to an analysis of a study commissioned
by SED that shows student achievement on New
York State elementary and middle school
assessments in math and English language arts
does not necessarily equate to strong
performance on Regents exams. The study further
indicates that students who pass Regents exams
with scores of 70-80 percent may not be
adequately prepared for college study.
SED is also developing other reforms that are
intended to raise student achievement across the
state, including more rigorous assessments
encompassing broader content and the adoption of
a statewide curriculum to ensure uniform
instruction for all students regardless of the
school district they attend.
