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the early word

City’s test gains outpace state’s, but performance remains low

From the state's test score presentation, a slide that shows gains in New York City that exceeds that of other cities.

A first look at state test score data confirms good news for New York City: The city’s test scores gains exceeded those across the state.

According to data released today, 43.9 percent of city students in grades 3-8 met the proficiency standard in reading and 57.3 percent hit the math proficiency standard. That’s compared to 42.4 percent and 54 percent in 2010, the first year after state officials raised the bar to reach that rating.

Statewide, reading scores dropped by a tiny amount — 0.4 percentage points — to 52.8 percent proficient, and math scores rose by 2.3 points, to 63.3 percent proficient.

State officials sounded a somber tone in their press release announcing the scores. “While the majority of students statewide met or exceeded the state’s proficiency standards in both math and ELA, overall performance remains low and the gaps in achievement persist,” the press release said.

Mayor Bloomberg is likely to point to city students’ relative performance during his press conference later today.

But the big story this year is not the scores but the tests themselves. After mounting criticism that the state tests were creating an illusory picture of increasing performance, state education leaders in 2010 reversed their defensive pose and joined the critics. They rolled out a plan to raise standards over time to measure students against what they called “college readiness.”

This year’s tests added more multiple-choice questions and required essays of all students. The state also stopped releasing past test questions to make new questions harder to predict. And the state retained Daniel Koretz, a Harvard professor who was once one of the sharpest critics of New York’s accountability system, to study whether New York suffers from “score inflation.”

The state’s complete PowerPoint presentation is below. We’ll have a full report from Bloomberg’s press conference later today.

  • Michael M. (parent still)

    So far, so meaningless.
    At least in terms of comparing over multiple years.
    Jockeying between cities, or cities and state within a given year, is an exercise in relativism, not absolute gain.

    2011 – New tests relative to 2010.
    2010 – New calibration relative to 2009 (but the same tests).
    2009 – Inflation maxes out.  Election year for Bloomber – the crest before the crash.  Sort of the edumacation version of a mortgage backed security.
    2008 – Inflation.
    2007 – Inflation.

  • NYC Public School Parent

    Let’s see how this “news” gets spun by the educational reformers and the NYC daily rag newspapers. Bloomie is going to brag that he is doing a great job making changes in the school system and will make demands for more radical changes to further enhance his agenda to privatize public education. The DOE will also claim that effective management is why our students did so much “better” than the rest of the state. However, you will so no praise for the actual NYC teachers who raised these test scores.

  • Follow the Money

    Is it just me or are the raw scores missing?

  • Jeff S

    As predicted, relatively statistically insignificant but the Emperor needs something to cheer him up and try to throw out the illusion of what a wonderful job he has been doing in turning around the schools (of course in the state report, there’s been not the slightest budge in the achievement gap.  We’ll see if he talks to this.
     
    BTWaccording to the NY1 report, the numnber of students achieving top scores of 4 decreased by a far greater amount than the number of students at the bottom who squieezed into the proficient category.  Make of it what you wish.

  • Ms_lake

    When will they release the scores to the teachers and students?

  • http://www.dianasenechal.com Diana Senechal

    I have never seen raw scores in a report of this kind. These reports disclose scale scores and proficiency rates.

  • ASTRAKA

    I want to keep an open mind, but are these improvements(?) statistically significant? Given that the past claims of educational improvement  by Bloomberg were questionable, how can these claims now be believable?

  • ASTRAKA

    I want to keep an open mind, but are these improvements(?) statistically significant? Given that the past claims of educational improvement  by Bloomberg were questionable, how can these claims now be believable?

  • ASTRAKA

    I want to keep an open mind, but are these improvements(?) statistically significant? Given that the past claims of educational improvement  by Bloomberg were questionable, how can these claims now be believable?

  • michael

    The Mayor has spent millions on improving test scores. School’s have spent countless hour’s on improving test scores,while stagnating the overall learning process. And all the DOE has done was shown a SLIGHT improvement of test scores. What a sham this whole educational process has become.

  • guest

    I noticed that all of NYC total has the same ‘met or exceeded’ percent as the charter schools.  Maybe GS (and others) should write an article discussing that NYC non-charter public schools got the same the results with lower funding and all the kids that charter schools will not take and push out.

  • Ellen

    Oh pshaw, you can’t meet or exceed the charter schools.  That would mean they aren’t the miracles touted by hedge funders and profiteers…oops, that sounds like derivatives. 

    This….. is a great country!  take away learning and create a work force accustomed to mediocrity.  The titans of the Industrial Revolution must be grinning from ear to ear….no education, no questions; no questions, no answers; no answers, no problems!

    We are The Borg!

  • NYC Public School Parent

    True words indeed! This info should be praised in the editorial sections of the NYC daily rag newspapers. (However, it will be a cold day in Hell before that ever happens)

  • Anonymous

    Lots of caution here re the city’s (as usual) claims of gains outperforming the rest of state:
    1- higher stakes in city schools will tend to lead to higher (but highly unreliable) gains, a la Campbell’s law;
    2- the state exams are still highly flawed as shown by the tiny no. of 4′s and fact that the same people are in charge as when test scores were inflated (state will switch vendors next yr; )
    3- the city’s gains are so small as to likely be statistically meaningless.

     Is there any psychometrician at the state or city level who even understands statistics and  can be trusted to provide any guidance on these issues? 

  • Pogue

    Test scores-shmest scores…time to apply for one of those state waivers to release NY from this No Child Left Behind, high-stakes testing BS.

    Or will McGraw-Hill and Pearson not allow NYSED and NYCDOE to do it.

  • guest

    DOE says August 17th

  • A parent who wants to know

    Why does the ARIS website say that parents can’t see their children’s scores until 8/17?

  • Follow the Money

    Teachers can’t see the scores yet either. The reason is because these tests are not actually, truly meant to help parents or teachers. They aren’t really meant to inform our work with the children. Why else would we not get them until they’re no longer actionable information?

  • guest

    Look, I’m NOT a fan of high-stakes testing nor single-data accountability. I’m a 10th year teacher in Brooklyn teaching 4th grade and I am just gutted that my grade/school didn’t perform better. Yes, it’s a flawed system. Yes, it should be better. Yes, yes, yes. But guess what? All the teachers in my school thought the tests at each grade were pretty fair. Kids ready for 5th grade should easily be able to show proficiency on the 4th grade ELA and Math exams. Time for teachers to place some (but definitely not all) blame for poor scores on our daily practices—myself included! Not a popular sentiment, I know, but seriously these exams are not that difficult. 

  • Who Wants to Move to Canada?

    I agree the tests in Grades 3 & 4 weren’t that difficult. It’s the twisted scoring that makes them look like the bar is held so high. To get a performance level 4 on the 2011 Grade 4 ELA test, the lowest scale score you could get was a 722. That’s  @ 22-28 scale score points higher than usual…  The tests this year were even somewhat rigorous in the upper grades (7 & 8)  but the way they built the scores was the same “mad scientist in the padlocked kitchen” technique. They are still “fixing” the combined level 3 & 4 scores to look decent, while making the 4′s paltry to look like the standards really are SO high. (In grades 3 and 4, they were not. Better than the usual slop but not really the destination with which we should be satisfied…)

  • FJB

    NYSED website has the chart by grade correlating raw score to scale score….

  • http://profiles.google.com/linda.j562 Linda Johnson

    Parents, teachers and other citizens should not accept these test scores unless the test is different each year and administered by people outside the district. Too many decisions are being made based on test scores that are probably not valid.

  • http://www.dianasenechal.com Diana Senechal

    Good point. The conversion charts are here:

    http://www.p12.nysed.gov/irs/ela-math/

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