Schools react to new state test standards

Just a few weeks ago, New York State released the results of its 2010 English/Language Arts and Math state exams for grades 3-8, and many were shocked. The state decided to raise the passing score for the tests, meaning that more students were falling into Levels 1 and 2 rather than the Levels 3 and 4 that districts were accustomed to.

One of the problems is that the state didn’t tell school districts that the standards would be changed until after the tests were administered. Another problem is that students that fail the tests—those who score at Level 1 or 2—are supposed to receive special aid from school districts. And with more kids failing the tests this year, districts are hard-pressed to offer them aid since budgets have already been passed.

“The students took the test, we work with them all year, and then when the year was over and the tests were scored, [the state] decided to move the goalposts after the kick was already in the air,” said Dr. Herb Brown, superintendent of Oceanside Schools. “And then to get through the goalposts, the kids would have to kick further—which is always a good goal, but I think it’s always more fair if people know before the year begins, not after the year’s over.”

Brown, along with Island Park Superintendent Dr. Rosmarie Bovino, echoed the sentiments of many other school administrators—that the higher standards the state placed on the tests are a positive change, but that it was something the districts should have been notified about before the tests were given.

According to Bovino, the reason the state changed the scores was so that it could be more competitive in national Race to the Top curriculum movement, which is trying to get states to improve their curriculum standards with a monetary incentive.

“By aligning the state assessments to the National Assessment of Educational Progress (NAEP)—which is what was done—state educators must then align their curriculum to the Common Core Standards that are part of the Race to the Top,” said Bovino. Bovino went on to say that one of the standards of Race to the Top is that districts should tie teacher ratings to students’ test scores. By changing the standards and making the scores lower this year, the state can improve the scores next year and look better.

“I would say [State Education] Commissioner David Steiner is trying to earn his RACE-ing stripes,” said Bovino.

Because the standards were changed at the last minute, the state declared that, for determining which students need extra help from schools, that the districts could use last year’s standards, so long as the students would have passed with last year’s standards. Neither district has decided to take that route, however.

“We really have to analyze the data and see how many kids need additional support and how much staff we have,” said Brown. “But it’s something we have to look at. We might have staff available to work with the kids. Maybe instead of groups of five, we’ll have groups of six. We may be able to do it with little or no cost.”

Island Park has already analyzed the data and sent it to teachers. Each teacher has received the scores of their students to analyze what they should focus their teaching on this upcoming year.

“The reality of the assessments, however, is that school administrators, teachers and parents are challenged to develop new school-wide improvement plans that will benefit a significant number of students who did not meet the new standards,” said Bovino. “Meetings are scheduled for the first two weeks of school to identify the curriculum changes that must take place in the coming year to align what we teach to the new standards. It will be difficult, but I believe we are up to the challenge.”

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