by Fred Smith, retired administrative analyst with the New York City public school system, with Robin Jacobowitz, Director of Education Projects at the Benjamin Center.
Each year, the New York State Education Department releases a statement summarizing how well students performed on exams in English Language Arts (ELA) and math. The April 2018 tests were given to nearly one million students statewide. In September, SED announced that 45.2 percent of students were proficient on the ELA tests, an increase of 5.4 percent over last year.
But that still leaves 54.8 percent who were not—over half of the 966,000 students who took the ELA. Who are these kids, the majority who do not meet the standard of proficiency? And what do their scores reveal about the test?
Our recently reported research, New York State’s School Tests are an Object Lesson in Failure, has focused on students’ floundering over a significant part of the ELA—the written, or constructed response questions. We were particularly interested in the students who received zeroes on that set of questions, indicating complete befuddlement when they tried to provide intelligible answers.
In this post, we look at the big picture, children’s overall performance on the ELA from 2012 to 2018, and further investigate the kids that the New York State Testing Program is leaving behind. They are the ones who, in SED’s terms, do not even meet basic proficiency standards on the tests.
As in our previous studies, we focus on children in grades 3 and 4, the youngest test takers. Further, it is important to note that there have been significant changes to the test itself in recent years—a new test publisher, fewer questions, and unlimited time to complete the exams—that thwart comparison and confound interpretation of the results from year to year, particularly the latter years. Continue reading