THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

 

TO:	The Honorable the Members of the Board of Regents
FROM:	James A. Kadamus
COMMITTEE:	EMSC-VESID
TITLE OF ITEM:	Assessment Issues
DATE OF SUBMISSION:	August 25, 2004
PROPOSED HANDLING:	Discussion
RATIONALE FOR ITEM:	Implementation of Regents Policy
STRATEGIC GOAL:	Goals 1 and 2
AUTHORIZATION(S):

 

SUMMARY:

 

In October 2003, the Board took action on four issues regarding the future of State assessments and graduation requirements.  You decided to:

 

1.      Extend 55 as a local option passing score on required Regents exams for two more years to give schools more time to make the changes necessary for all students to achieve the proficiency standard of 65.

2.      Continue until 2009 to provide students with disabilities the opportunity to pass the Regents competency test if they fail the required Regents exam.

3.      Accept the report on the Independent Panel on Regents Math A and to revise the standards, curriculum and Regents Math A exam consistent with the recommendations of the Panel.

4.      Accept the recommendations of the Regents Work Group on Physics and to establish new scoring for the Regents Physics exam consistent with the recommendations of the Regents Work Group.

 

This fall it is time to review the progress made in implementing these four decisions and to consider any remaining policy issues regarding State assessments and graduation requirements.  The implementation of grade-by-grade testing required under No Child Left Behind in English language arts and math in grades 3-8 raises additional policy questions for the Board's consideration.

 

Discussion of these assessment issues begins in September 2004 with a review of changes that have already been made in the State’s assessment system to ensure the validity and reliability of all tests, including revising the Math A and Physics Regents exams, as well as the progress made in implementing the grades 3-8 tests that will begin in the 2005-06 school year.  Further topics to be discussed in the next few months include:

 

1.      Transition from the 55 local option passing score on required Regents exams to the proficiency standard of 65

a.      What do the latest data on Regents exams tell us about the progress schools are making in bringing all students to 65 on the exams required for graduation?

b.      What safety nets need to continue for students as the transition to 65 is implemented?

c.      What effect will the new grades 3-8 testing program have on the future design of Regents exams?

 

2.      Graduation requirement to pass five Regents exams

a.   What do the latest data on Regents exams tell us about the progress schools are making in the number of students achieving passing scores on the five Regents exams required for graduation?

b.      Should the Regents consider putting in place a system to ensure that students who fail one of the five exams have adequate opportunity to demonstrate their proficiency in a subject, e.g., an appeals process for students who have been tested and have failed the exam by a few points?

c.      Should an accommodation or consideration be put in place for some groups of students who have historically had difficulty in achieving the proficiency level of 65 on the Regents exams (e.g., students with disabilities, English language learners who begin their New York school career in 9th grade or later), such as continuing a 55 pass score?

 

3.      The number of State-administered tests in grade 8

a.      Students currently take four State tests in grade 8 (English, mathematics, science, and social studies).  Given the requirement for students to take English language arts and math tests in grades 3-8, should we consider changing the grade level for administration of the intermediate level social studies and/or science tests administered in grade 8?

 

4.      Timing and content of reports to schools and parents on State assessment results

a.   Given the federal requirements for English language arts and math testing in grades 3-8, what steps can be taken to accelerate the timeline for reporting results to schools and parents?

b.      What steps can be taken to make the reports provided to schools and parents easier to understand and more helpful as a guide for improving instruction?

 

In September, the Regents will confirm these topics for discussion and advise the Department on any other issues that require further discussion.   The Committee will also decide on a specific schedule for discussion of each topic.