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
It’s that time of year again.
This week, approximately 1.2 million children in grades 3-8 sat for the annual New York State tests in English Language Arts (ELA). Math exams will be given in early May.
The State Education Department (SED) has been testing students in reading and math for decades. But in 2013, SED began administration of Common Core-aligned tests. In 2011, NCS Pearson, Inc. was awarded a five-year contract to develop these exams. Pearson received $38.8 million for its work.
From the outset, some parents and educators questioned the value and impact of Common Core-based testing. Parents and teaching professionals were concerned about the ambiguity and inappropriateness of the questions, the length of the assessment, the frustrating experiences English Language Learners and students with disabilities had with the exams, and the lack of transparency that thwarted scrutiny of the testing program. There was particular concern about the developmental appropriateness of the reading passages and items used to assess eight- and nine-year-old students in grades 3 and 4.
Initially, these complaints were dismissed by officials as unfounded, the scattered griping of overprotective parents or a sign of low expectations for children. But eventually the Education Department made some adjustments in its program – it shortened tests by one or two questions, removed time limits and, this year, testing will take place over four days instead of six.
Still, after several years of implementation, it is fair to investigate the quality of this ongoing program, which targets more than one million students each year and costs taxpayers millions of dollars. Student performance on these instruments is widely reported and commented on. We need to flip the accountability question and now ask, “How did the tests perform?” Continue reading
Robin Jacobowitz, Director of Education Projects, The Benjamin Center
KT Tobin, Associate Director, The Benjamin Center
Officials at the New York State Education Department (NYSED) just announced that, beginning in the 2017-18 school year, the ELA and math tests for grades 3-8 will be administered over two days for each subject, instead of three. The one third reduction of the traditional six days of testing for ELA and math combined, to four days, is a step in the right direction.
We demonstrated in our 2015 study titled Time on Test that the three-day administration meant that students were sitting for these tests for approximately 9 hours; the total time lost to instruction rose to approximately 19 hours when administration of the tests was factored in. We commend the NYSED and Regents for listening to, and then acting on, a primary concern of parents regarding the testing: that students are sitting too long for tests and that valuable instructional time is lost.
But we believe that there is a way to shorten even further the length of time dedicated to testing and restore the opportunity for instruction that is lost due to it. We have argued previously that the NYS 3-8 assessments are not needed for individual student evaluation. NYS school districts assess children throughout the school year in Common Core-aligned curriculum. This allows students’ strengths and weaknesses to be identified – and acted upon – in a timely fashion during that school year. Parents, teachers, and students receive this information, and respond to it, all year long. The purpose of the NYS 3-8 assessments, then, should be to measure institutional performance, to provide school and district based accountability.
Guest post from Michael O’Donnell, Vice President of the New Paltz Central School District Board of Education and the Chair of the Board’s Legislative Action Committee
“Every aspect of the Regents reform agenda is aimed at ensuring that more New York State students graduate college and career ready. We have adopted more rigorous Common Core standards and are aligning our assessments with those standards…”
That claim, made by then Senior Deputy Commissioner of Education and future US Secretary of Education John King is the subject of the Benjamin Center’s latest discussion brief: “NY State Assessments: Faulty Predictions, Real Consequences.”