State Department of Ed releases "stubbornly flat" standardized test scores

Monday, August 08, 2011 - 11:39 AM

The New York State Department of Education just released the May 2011 test results for math and English and the results aren't great. The average English scores have dipped from last year while math remained about the same. Last year the state upped the proficiency requirements, making the tests more difficult.

"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 department said in a released.

52.8 percent of grade 3-8 students across the state met or exceeded the English proficiency standard, down from 53.2 percent. last year. 63.3 percent met or exceeded the standard in math, up from 61 percent last year.

The mayor is scheduled to release the city's results later today, but there are clues in the statewide numbers that indicate less-than-stellar results, especially among non-white populations. Only 35 percent of black students across grades 3-8 met the English proficiency standard, compared to 64.2 percent for white students. That 30-point gap was also present in math, where only 44 percent met or exceeded the standard in math. The numbers weren't much better for Latino students--37.3 percent for English, 50.2 percent on math.

There was good news for New York City, which saw both math and English scores rise from last year: 43.9 percent for English--up 1.5 points--and 57.3 percent on math, an increase of 3.3 percent overall.


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Comments [1]

Alan Cook

National math test scores continue to be
disappointing.  This poor trend persists
in spite of new texts, standardized tests with attached implied threats, or
laptops in the class.  At some point,
maybe we should admit that math, as it is taught currently and in the recent
past, seems irrelevant to a large percentage of grade school kids.


Why blame a sixth grade student or teacher trapped by meaningless
lessons?  Teachers are frustrated.  Students check out.


The missing element is reality. 
Instead of insisting that students learn another sixteen formulae, we
need to involve them in tangible life projects. 
And the task must be interesting.


Project-oriented math engages kids. 
It is fun.  They have a reason to
learn the math they may have ignored in the standard lecture format of a class


Alan Cook

Aug. 08 2011 05:27 PM

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