By the numbers

In a shift, New York state tests now more difficult to pass than national exams

New York is one of only two states where more students are earning proficient scores on the “nation’s report card” than are passing the state’s own standardized tests.

That’s according to a new analysis from the nonprofit Achieve, which advocates for tougher standards and tests. The organization compared passing rates on each state’s exams in 2013-14 with its students’ scores on the National Assessment of Educational Progress, given to a representative sample of students in fourth, eighth, and twelfth grade nationwide.

Typically, the score gaps are reversed: States say most of their students are proficient, while NAEP scores paint a grimmer picture. But two years after introducing new, tougher state tests, New York appears to have moved the furthest in the other direction.

In eighth-grade math, 22 percent of students earned what New York state called a passing score last school year, while 32 percent were deemed proficient on the NAEP exams. In fourth-grade reading, 33 percent passed the state test, while 37 percent of students earned a proficient score on the NAEP test. (Massachusetts was the other outlier, with more students earning a proficient score on the eighth-grade math NAEP test than on the state’s own tests.)

New York is “at a level of rigor that NAEP is, in terms of what it means to be proficient,” Achieve President Michael Cohen said. “And that’s a pretty significant shift for any state, and a shift for New York, and it says they set the bar pretty high.”

NAEP scores are closely scrutinized for offering a stable measurement of student achievement that can be used to compare states, where standardized tests often measure very different skills. In calling on states to adopt tougher standards in order to receive millions in federal Race to the Top dollars, something New York did in 2010, federal officials pointed to the gaps between NAEP and state test scores as evidence that states were setting the bar too low.

New York education officials applauded the results on Thursday, saying they illustrated the success of the state’s effort to develop more honest measurements of student knowledge. That movement has its roots in criticism dating back to 2007, when state test scores began climbing though students’ scores on the national tests were flat. By 2009, state officials were acknowledging that its math tests had become too simple and predictable, and a later analysis showed that many students were passing the state exams but struggling in high school.

“The report makes it clear: New York State’s assessments tell teachers, parents, and the public where our students are, and where they need to be,” Regents Chancellor Merryl Tisch said in a statement.

The increasing difficulty of the state tests have been met with significant pushback from some who say parts of the tests are now inappropriately difficult, and parents who say the changes have contributed to classrooms are dominated by test prep. This year, anti-testing activists estimate that parents opted more than 150,000 students out of the tests statewide, though the share was much smaller among city students.

“The landscape is changing,” said Janine Sopp, a parent member of Change the Stakes who has helped organize the city’s opt-out movement. “If they’re committed to keeping the the standards and the high-stakes tests, they have to sell us on this story that these are looking good. And I don’t think they do.”

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.