By LARRY MAIER
But officials warn: tough road ahead
Ninety-seven percent of 12th graders statewide last school year either passed the one Regents exam or approved alternative tests required to graduate, proof that students are meeting the challenge of higher academic standards, state Department of Education officials said recently in announcing the results.
But, while pleased with the 99-percent success rate of Baldwin High School seniors on the English Regents exam, district administrators and board members are less euphoric than state officials. They contend that the additional Regents requirements for graduation being phased in for five more years present a difficult and serious challenge to Baldwin students, staff and facilities.
"There is a lot of concern among educators, in general, that what this is going to mean is an increased dropout rate and a larger number of kids who are going to take more than four years to graduate," said Mary Jo O'Hagan, president of the school board.
Last school year, only the English Regents exam was required for graduation. This school year, students must achieve a score of 55 percent or better on the English and math Regents to graduate in June. Ninety-one percent of Baldwin High School seniors scored a passing grade on last year's math Regents.
"On the one hand, we are very pleased with our student's results. We have put a lot of effort into support services for the kids, to make sure that they would get as much help as they could to pass the Regents, and the students performed wonderfully," Ms. O'Hagan said. "But, as the noose tightens, we are all concerned that there are going to be kids who simply cannot succeed at four or five Regents."
By the year 2005, students will be required to score 65 percent or better on Regents exams in English, math, American History, Global Studies and a science, in order to receive their diploma.
The recently released test-score data focused on students whom the state called a "cohort" -- students who entered ninth grade in 1996 and were on schedule to be seniors in 2000. The data excludes students who either were held back, transferred to another district, or dropped out of school. When those students are entered into the equation, the results are less impressive.
While not forecasting massive failures, Dr. Peter Lynch, assistant superintendent for instruction, acknowledged that the increasing Regents requirements most likely will affect the district's graduation schedule.
"I do expect that there may be some of our students who will take five years to graduate. That is a reality," he said.
Hard work paying off
The message from district officials was not all doom and gloom. They were proud of the efforts of students and staff.
"We are very lucky that our scores are as high as they are. It reflects a lot of work on the part of the kids and the staff," Dr. Lynch said. "We are expanding the pool of students who are taking the exams, and, at the same time, we are maintaining and, in some cases, improving our scores."
He said the district has already started implementing support programs to help students meet increasing standards. He cited such programs as "Exploring English," a study-skill and reading-skill-intensive program, designed for ninth and tenth graders, that allows the students up to eight English periods a week.
Ms. O'Hagan also praised students and staff for their hard work, but expressed concerns about the effect of the increasing Regents standards on district resources. She said the district will have to allocate increasing resources for students who struggle with the Regents requirements and take longer to graduate.
"It will impact class size and the facilities, in terms of the space we have. It may impact us in terms of having to add staff, and we may have to expand our summer-school program," said Ms. O'Hagan. "I think, as time goes by, there will be a lot of concern from the community."
