By Mike Schnitzel
The state issued a warning about comparing the latest scores with those of previous years, stating, "It is not possible to make direct comparisons between the 1999-2005 math results in grades four and eight and the 2006 math results in grades four and eight because New York State's math standards have been raised."
Education Department spokesman Jonathan Burman said that a committee to revise math learning standards was appointed by the Board of Regents in 2004. The Math Standards Committee, which comprises math teachers and other education experts statewide, recommended that the Board of Regents introduce more advanced math content into lower grades.
"Some algebra and geometry content that had been introduced in grades 5 to 8 was moved to grade 4," Burman explained, "and some algebra and geometry content that had been in high school math was moved to grade 8. Therefore, the 2006 grade 4 and 8 math tests were more difficult tests than in previous years."
Students' performance on the test is measured by a four-level system. Levels 3 and 4 are considered passing. Students who score at levels 1 and 2 will receive Academic Intervention Services. According to state guidelines, Level 4 shows a superior knowledge and consistent understanding of the subject matter; Level 3 shows a general understanding; Level 2 shows a partial understanding; and Level 1 shows a minimal understanding.
High school district
Dr. Thomas Troisi, assistant superintendent for curriculum and instruction, said that the high school district wasted no time in preparing for the higher math standards. "We really hit the ground running at the beginning of last year with the ELAs and math," Troisi said, referring to the English Language Arts exam. He explained that the district used data analysis to determine which areas of math students needed work on, and planned instruction methods and professional development programs for the faculty to help meet those needs.
Troisi said that practice exams were given prior to the actual exams to help the district gauge which areas needed the most improvement.
"Everyone would always like to do better," Troisi said, "but I'm satisfied in the sense that we had a good solid showing the previous year, and we maintained a stable performance."
The district plans to continue using the same methods to help students improve their scores, and it is using testing data to make sure students in need get the proper academic intervention, Troisi said.
District 13
Preparing students for their tests with the proper curriculum was one of the more difficult challenges of the school year, according to Superintendent Dr. Elizabeth Lison. She said that from the beginning of the year until the administration of the math exams, teachers were able to guide their students down the proper academic path. The challenge came when they had to shift gears after the exams to prepare for next year's material.
Lison said she was pleased overall with the district¹s math scores. "I'm looking forward to the future, when we will have data to look at longitudinally for years to come," she said. "Overall, I was more pleased with our ELA scores."
The district currently uses the Everyday Math program as well as supplementary materials that address the new state standards and focus on algebra and geometry. Lison said that a group of teachers have been analyzing new programs that would be a better fit with the standards, and would decide next September which program would replace Everyday Math.
"We are looking for a new program that will make it easier for parents to help their children at home," Lison said, adding that the district has scheduled a meeting on Jan. 24 to solicit parent input on the tools parents need to help their children.
District 24
Superintendent Dr. Edward Fale said he was not satisfied with the district's results across the board. "We can and will do better, and we have made a change," Fale said.
He pointed out that this was the first year of the new state standards, and that he was confident that the district has taken steps to provide more effective test preparation in the future. The district has switched from Everyday Math to the McGraw-Hill program, which, Fale said, is better suited to the new standards. "McGraw-Hill places more emphasis in the proper areas for the new standards, and also has a teaching method more in line with those familiar to parents," he said. "This program will make it easier for parents to help their children."
District 30
Involving three new grade levels in the testing means a gigantic headache when it comes to test scoring, according to Superintendent Dr. Larry McGoldrick. "The scoring is unbelievable. because you have to get substitute teachers and it's a drain on the substitutes," McGoldrick said. "You're also taking teachers out of the classroom and cutting down on their instruction time."
While the stretching of resources was a problem, McGoldrick had no complaints about students¹ performance. "Overall, the kids did very well," he said. "You can't really compare this year's scores to last year because of the state standard, but the most important thing is to make sure that the kids who need academic intervention get it."
Comments about this story? MSchnitzel@liherald.com or (516) 569-4000 ext. 265.
