News
Answers to your testing questions
August 26, 2010
Why did the state increase the cut scores this year?
State leaders said they were increasing the scores students had to get to be considered proficient in English and math in an effort to bring state standards in line with national ones. Higher standards, they said, will result in students being better prepared for high school and college. According to state officials, these changes are part of a “broader educational reform effort.” Within the next few years, the format and standards on the tests are expected to change, with the tests becoming longer and more challenging.
Why does my child take state exams each year?
All students in grades 3-8 take a New York State exam every year in English language arts (ELA) and math. District leaders use the scores on these exams to track student progress and determine areas of weakness – both for individual students and within each grade level.
The scores on these exams are also used to determine school and district accountability under federal education guidelines set by the No Child Left Behind (NCLB) law. In the five years since this scoring system has been in place, all of Mohonasen schools have met the testing targets and have been considered “in good standing.”
When are the exams taken? When are the scores released?
In 2009-10, the exams were administered in late April and early May. In 2010-2011, the exams will be administered in May. For exact dates, look at the district calendar. The results are typically released by the state during the summer.
How do I know if my child passed the state exams?
Each student receives a scale score on each exam. These scores are then compared to the Proficiency Standard Scores – sometimes called cut scores – that are set by the state. Based on how his/her score compares to the cut score, each student is classified into one of four performance levels:
-
Level 4: Exceeding the proficiency standard
-
Level 3: Meeting the proficiency standard
-
Level 2: Meeting the basic standard
-
Level 1: Scoring below the learning standard
If a student scores at a Level 3 or 4, he/she is considered proficient, sometimes referred to as “passing” the test. Students scoring at Levels 1 or 2 typically receive extra help to strengthen their English and math skills.
My child scored a 2 on the English exam. What does this mean?
There are a variety of reasons why a student may not have reached proficiency on one, or both, of the state exams. For this reason, school leaders look at each child’s test results to see what his/her strengths and weaknesses are. By doing this, they can target individual instruction to better meet each student’s needs – and find larger patterns to identify problem areas within each grade level or across the curriculum.
One thing it doesn’t mean is that your child learned any less this past school year or is achieving at a lower level in school.
Any parent who is concerned about their child’s performance on either the state ELA or math exam – or in school in general – should call their child’s building principal or the assistant superintendent for curriculum and instruction.
My child scored a 2 on both of these exams for the first time. Will he receive extra help next year?
Yes. Any Mohonasen student who scored at a Level 2 or below on one or both of the 2009-10 state exams will receive some type of academic intervention services (AIS) next year, depending on their individual needs.
Parents of students who require AIS services will be contacted by their child’s school.
My child scored a 4 on both exams. What is being done to make sure she is being challenged in school?
There are several opportunities for Mohonasen students who excel in school to be challenged. Parents should contact their child’s building principal to learn more.
How is Mohonasen preparing for this “broader, statewide educational reform effort”?
While district leaders agree that it is difficult and frustrating to see proficiency rates decline so drastically as the result of these changes in scoring procedures, they also agree with state and federal education officials when they say we need to ensure that more students are prepared for college – and the 21st-Century workplace.
District educators continue to look at the state testing data to determine areas of weakness and they will be using this data to make necessary changes and curriculum improvements at all levels. Along with this will come increased and more focused professional development to ensure that all teachers receive any necessary training that accompanies higher state standards for students.
