The state now considers less than a third of the students in third through eighth grade proficient in math and English, according to standardized test results released Wednesday.
Just 31 percent of students statewide passed the math and English tests. Last year, the number was 55 percent in reading and 65 percent in math.
Among black students, 16 percent are considered proficient, and for Hispanic students, 18 percent. Among those for whom English is not their first language, called English Language Learners, the numbers are even worse, just 3.2 percent proficient in English and 9.8 percent in math.
Student scores on standardized tests were widely expected to drop under new Common Core standards, a more rigorous set of national curriculum standards. State officials have been warning for months that the scores would drop precipitously.
Some public education advocates have pushed back against the new tests, claiming educators are so focused on them that schools have turned into testing sites. Teachers are evaluated on the test scores of students, and can be fired if the children in their classroom do not perform well.
State Education Commissioner John King said the scores don’t reflect a decrease in performance, but are instead a more accurate tool to gauge the readiness of New York’s students for college and career.
Board of Regents Chancellor Merryl Tisch said it’s better to push students now than after they graduate.
“The world has changed, the economy has changed, and what our students need to know has changed,” she said in a statement. “These scores reflect a new baseline and a new beginning.”
In some of the state’s largest districts, only a tiny percentage of students are considered proficient. On the reading exams, 5.4 percent of Rochester students passed, 8.7 percent of Syracuse students passed and 11.5 percent of Buffalo students passed. In New York City, 27 percent passed English and 30 percent passed math. Those five are the only districts for which the state Education Department provided immediate overall umbers.
Here are some sample questions, which are only a fraction of those actually asked.
Following will be some of the reactions to test scores:
“Parents, students and educators worked very hard this past school year, facing numerous setbacks and challenges beyond their control as New York state rapidly introduced new tests and Common Core state standards. Despite their efforts, the scores show a significant drop from past years. The results will serve as a baseline to inform instruction going forward, while serving as a reminder that standardized testing has limitations and that results must be used thoughtfully, judiciously and in context for students and teachers,” Iannuzzi said.
He added, “Now, more than ever, the voices of parents and educators must be part of the conversation, and education policies must be based on trust, collaboration and respect. Common sense should guide decision-making. As New York state moves forward toward an effective transition to the Common Core, parents and educators are counting on a solid, thoughtful implementation plan that provides the appropriate time, professional development and resources needed to achieve the high standards that all of us – parents, teachers and policymakers – want and are committed to achieving. This is how New York state can get it right.” -Richard Iannuzzi, president of New York State United Teachers