test scores

New York

For some charters, 2012 reading test gains began with a struggle

Two years ago, just one in three students at Achievement First Bushwick were rated "proficient" on the state's reading tests. It wasn't exactly the kind of result promised from a high-performing charter school in a "no excuses" network. But the school has nearly doubled that rate in the two years since, according to state test scores released Tuesday. On the 2012 English language arts test, nearly 60 percent of students at the school were rated proficient, compared to 47 percent of students citywide. Bushwick's gains on the reading tests were among the largest made in the charter sector, which improved as a whole by seven percentage points, from 44.5 percent to 51.5 percent.  The improvement — from matching the citywide average to scoring well above it — has provided fodder for charter school advocates and the Bloomberg administration to push back against critics who oppose the expansion of charter schools across the state. "Policy makers and legislators should take note" of the gains, said Bill Phillips, president of the New York Charter Schools Association."It’s not only a tougher measure than the host district comparison, it suggests that districts across the state should consider charters as another tool to better educate children." "We can't possibly handle the demand from parents for the charter schools," Mayor Bloomberg said during a press conference Tuesday. "They're just off the charts." Several charter operators announced their schools' test scores in celebratory press releases Tuesday. Deborah Kenny touted the eighth-grade math and reading scores at her schools, the Harlem Village Academies. The Success Academy network announced a 7-point gain in reading proficiency across its four schools with testing grades, more than twice the citywide improvement rate. And Democracy Prep said the low-performing charter school it took over last year had posted the largest reading proficiency gains of any school in the state, with third-grade reading proficiency hurtling from 28 percent in 2011 to 63 percent this year. The charter school sector wasn't nearly as enthusiastic to promote its gains two years ago, when reading scores slumped. Struggles to boost literacy were not unique to Achievement First Bushwick.
New York

Test results show "incremental" gains for both city and state

An early look at this year's state test scores shows that the percentage of students rated "proficient" in reading and math inched upward in New York City and across the state. In a press release announcing the scores today, state officials called the gains "incremental" but warned that scores still have a long way to go before they show that all students are on a path toward being prepared for college. According to the data released today, 46.9 percent of city students tested in grades 3-8 met the state's proficiency standard on the English language arts exam, compared with 44 percent last year. The proportion of students rated proficient in math increased to 60 percent from 57.3 percent a year ago. City students still lagged behind the state as a whole, where 55 percent of students scored proficient in reading and 65 percent scored proficient in math. But the city's scores increased by a wider margin than the state's. Across the state, reading proficiency increased by 2.3 points and math proficiency rose by 1.5 points. New York City also did better than several of the other large urban districts that it is often compared to. Scores increased in Yonkers and Syracuse, but they fell in Rochester and Buffalo. “The progress we see this year doesn’t give us a reason to rest – it gives us a reason to strive for even greater gains," Mayor Bloomberg said in a statement. "There’s still much more work to do, but there’s no question our students are headed in the right direction.”
New York

Five things to look for in this year's state test scores, out today

When state test scores are released in about half an hour, it will happen solely by press release. For the second year in a row, state education officials are not holding a press conference to announce the year's results. Nor does the city appear to be planning to tout its scores. Last year, Mayor Bloomberg and Chancellor Dennis Walcott held a press conference to highlight the fact that city students' scores, while low, had increased more than those of students in the rest of the state. But there's nothing on Bloomberg's or Walcott's public schedule for today about the scores, and the Department of Education hasn't informed reporters about any surprise additions. Quiet from the city and state usually does not bode well for increases in test scores, an annual announcement until the state raised proficiency standards in 2010 and scores across the state dropped precipitously. It's also unusual that schools are not getting their scores before the state releases them to the public. But rather than read the tea leaves, we've prepared a crib sheet for the news that will come later today. Here are five things we'll be looking at when the scores come out: What they say about students' stamina. Next year, state test questions will be tied to new learning standards, known as the Common Core, and so the questions themselves are likely to be more challenging. But this year's tests changed mostly in length, with students in elementary and middle school sitting for twice as long as they did last year. Teachers and parents worried about students' ability to retain focus for so long, and some teachers also reported that students were thrown by questions that covered unfamiliar content or took an unfamiliar format — likely ungraded questions that the state will use as it toughens tests next year. The scores that come out today could confirm — or refute — the teachers' and parents' fears.
New York

With field tests approaching, parents are reprising protests

New York

Sticks, carrots, and familiar policies in state's NCLB waiver plan

New York will get new terms for high- and low-performing schools — and new ways to define good and bad performance — under a proposed accountability plan designed to replace the requirements of No Child Left Behind. The proposal, which was released in draft form late today and will be discussed by the Board of Regents on Monday, is the result of two months of planning in response to the Obama administration's offer to waive some of the decade-old federal law’s requirements, including one that requires full proficiency by 2014. In exchange, states must to commit to prioritizing college readiness, setting guidelines for teacher and principal evaluations, and holding schools and districts accountable for their students' performance on state tests. Under the proposal, the bulk of the state's testing program would remain unchanged. But elementary and middle school students would take science tests; the bar to be considered proficient on high school exams would be raised; and proficiency would be calculated not just by whether students met certain benchmarks, but by how much they improved. Schools that fall short would not get extra funding to pay for tutoring services, an arrangement that has shown mixed results. Instead, they would get extra money to carry out more of the initiatives that the Regents themselves have endorsed, such as improving teacher training and revising curriculum standards. Five percent of low-scoring schools would become Priority Schools and have to undergo federally mandated school overhaul approaches. Another 10 percent would become Focus Schools, and their districts would have to develop plans to improve them. For the first time, school districts will be evaluated with the same scrutiny as schools were under NCLB. "Since district policies often contribute to why schools have low performance for specific groups of students," the proposal says, "districts must play a lead role in helping schools to address this issue." New York City, a district certain to house many Focus and Priority schools, will not be evaluated as one entire district, according to a provision. Instead, each of the city's 32 districts would be evaluated based on state test scores for its schools.  
New York

More students in summer school this year, and more promoted

Five days before the official start to winter, the Department of Education has finished crunching numbers from summer school — and found that nearly one in five students told to attend shouldn't have had to. Of the elementary and middle school students whose test scores were so low that they had to attend summer school, two thirds were promoted in August, according to data the DOE released today. The numbers also show that thousands more high school students than usual signed up for summer classes when it looked like they wouldn't have a chance to retake Regents exams in January. Over 17,000 more high school students enrolled in summer school than in 2010, likely driven by the news that the state had voted to eliminate the January Regents exam administration, often used to retake failed tests required for graduation. The exams were reinstated in August, after the summer session had ended. Elementary and middle school students have less choice about whether to attend summer school. In those grades, whether a student is promoted depends on his state test scores. But the city doesn't find out students' scores until August, when summer school is already over. So every year, the city must predict whether a student is likely to pass the state exam — and tell those who seem likely to fail to register for summer classes. This year, the city told 34,069 students in grades 3-8 that they should attend summer school — or about 9 percent of all students in those grades. But 6,245 of those students actually passed the tests with a score of 3 or 4.
New York

A list of takeaways we noticed from this year's state test scores

Despite our ongoing attempt to streamline the mountain of information that came with the state's release of the 2010-2011 test scores, there are still plenty of takeaways that haven't been said on a press release or at a press conference.  After taking a slightly deeper look at the data, here are 10 worthwhile bulletins to consider: Some of the neediest students took a step back; others showed progress. Students who are identified as English Language Learners, or ELL, improved slightly in math, but took another step back from statistical gains they made on the english test (ELA) earlier in the decade. While nearly half of the city's non-ELL students met the state's ELA standards, just 12 percent ELL students did so. That's down from 34 percent two years ago, when the standards were easier and 1 percent drop from a year ago. The ELL students improved slightly in math. Special education students improved in both ELA and math. The achievement gap remains vast. Schools in poor neighborhoods still struggle the most. In the South Bronx — one of the nation's poorest congressional districts — and central Brooklyn, average proficiency rates were below 30 percent in ELA and below 40 percent in math. (Citywide rates were 57 percent in math; 44 percent in ELA). In the city's more affluent neighborhoods, like Bayside, the Upper West Side and lower Manhattan, scores hovered at significantly higher rates. District 26 in Queens topped out in both subjects, with 74 percent proficiency in reading and 88 percent proficiency in math. New doesn't always mean better. More than a dozen schools in their first year of testing spanned both extremes of the performance spectrum. Half of them, including The Active Learning Elementary School, whose entire 20-student third grade class was perfectly proficient, significantly outperformed other schools in their districts. But many others struggled just as much as the closed schools that they were supposed to replace. In four such schools, less than a quarter of students did not meet reading standards. Just 5.8 percent of students at one school, Urban Scholars Community School, were proficient in reading. Charter schools outperformed their neighbors, mostly. Citywide, 69 percent of students in charter schools met standards in math, up from 63 percent last year. In ELA, 45 percent were proficient, up from 43 percent last year. Both beat citywide averages. Nearly 75 percent of the charter school classes that took a state exam scored better than their districts, on average.
New York

A stab at a cleaner, more user-friendly look at city test score data

Click on the image to go straight to the new data below. When the state and city education officials released the 2010-2011 ELA and Math test data on Monday, they didn't make it easy for interested New Yorkers to make sense of the scores. One spreadsheet, released by the city Department of Education, left off school names and corresponded results only by school code. It also excluded public charter schools entirely. The state's spreadsheet included names, but listed every other public school in New York State as well. There was also no easy way to compare schools to one another. The city included a comparison against previous years' scores, but the file didn't allow users to compare change over time among schools. The state's data didn't include any previous scores at all. Not surprisingly, many of our readers emailed us to express their frustration over the scattered and unwieldy data. When I asked a DOE spokesman Matthew Mittenthal about it, he told me that grouping the data into school-by-school comparisons wasn't a priority when publishing the information. "We would never use test scores alone for accountability purposes, so we don’t actively encourage people to compare one school to another on that basis," Mittenthal wrote in an email. We spent the past couple of days playing with the spreadsheets so that it's easier and more intuitive. First, we corresponded codes used by the DOE to actual school names (for example, 15K447 = The Math & Science Exploratory School). Then, we stripped non-essential data and added last year's test results as a column header. Finally, we filtered the schools by performance so the best-scoring are at the top.
New York

Some clues, many question marks in today's test scores release

For the first time in years, the state test scores set for release today are a big question mark. For many years, it was easy to predict that the annual test score announcement would be an occasion for state and city officials to point to gains. That pattern ended last year when state officials declared that the tests had been too easy and that the grading would change to raise the score needed for a student to be considered "proficient" in math or reading. For weeks before the city's average proficiency rate fell 26 percentage points in reading and 24 points in math, the public knew that a dropoff was coming. We have little warning about what today's news will bring. Last week, the New York Post reported that insiders at the State Education Department said the newest scores would show a small jump, about 2 percentage points in reading and 4 points in math. That would bring the percentage of city students rated "proficient" to about 44 percent in reading and 65 percent in math, far below the rates reached two years ago under the old scoring system. But comments made to Crain's New York by Success Charter Network CEO Eva Moskowitz suggested that not every school saw its scores increase. Comparing this year's scores to last year's, Moskowitz told Crain's, “I think you are going to be looking at a similar or potentially even worse situation." Schools have had their students' scores results since Thursday but were not allowed to share them publicly. Four things to note when the new scores are discussed today, first by state officials at 11 a.m. and later by Mayor Bloomberg at a press conference at city Department of Education headquarters:
New York

In wake of national scandals, state is reviewing test security